Numeracy: Differentiating Teaching

Subject EDUC90689 (2015)

Note: This is an archived Handbook entry from 2015.

Credit Points: 12.5
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2015:

February, Parkville - Taught on campus.
Pre-teaching Period Start 07-Feb-2015
Teaching Period 21-Feb-2015 to 30-May-2015
Assessment Period End 14-Jun-2015
Last date to Self-Enrol 09-Feb-2015
Census Date 06-Mar-2015
Last date to Withdraw without fail 01-May-2015

Pre-teaching period:

During the pre-teaching period, students will be required to complete reading that will be provided via LMS.

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 24 contact hours
Total Time Commitment:

170 hours

Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison website:


Dr Vicki Steinle


Contact Us
Call: 13 MELB (13 6352)

Subject Overview:

This subject examines effective policy and practices for intervention and for differentiating instruction, so that all students can achieve the level of numeracy required for them to reach their potential. Results from assessment instruments will be analysed in conjunctions with an in-depth study of frameworks for mathematical learning. Student work revealing common misconceptions will be analysed and discussed. Pedagogical content knowledge and instructional strategies required for the most common challenges will be developed, drawing on a range of resources. Research on the nature of effective program organisation of, and effective instruction for students in, intervention programs will be examined. A series of school case studies will be undertaken, showing best practice in schools with input from their leaders. Research into instruction which meets the requirement to challenge and extend all students will be examined, and exemplary programs will be showcased.

Learning Outcomes:

On completion of the subject students will be able to:
• Discuss, and give examples of, outstanding programs for intervention
• Discuss, and give examples of exemplary practice in differentiating instruction
• Discuss assessment instruments from theoretical and practical perspectives.


There are two pieces of assessment:

• A literature review on research into programs addressing the numeracy needs of students outside the central range of numeracy achievement. (40%, 2,000 words, mid semester)
• Report on an intervention program, or case study of a child with special needs for numeracy instruction (60%, 3,000 words, end of semester).

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs/online classes) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Prescribed Texts:

Chapman, C & King, Rita (2008). Differentiated Instructional Management: Work Smarter, Not Harder. Thousand Oaks, CA Corwin Press Inc.

Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

This subject aims to develop skills in
• Critical evaluation of theoretical perspectives;
• Relating academic research to professional practice;
• Articulating knowledge orally and in writing.

Related Course(s): Master of Education
Master of Education
Master of Numeracy

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