Learning Area Mathematics (Additional) 2

This subject has the following teaching availabilities in 2016:

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject will focus on teaching and learning issues associated with developing school students’ skills, strategies and dispositions for working mathematically. Teacher candidates will examine a number of learning theories in mathematics education and consider how these inform the teaching of the themes below.

Themes to be considered include problem solving, mathematical modelling, extended investigations, real-world applications, integrating mathematics into other curriculum areas, informal and formal proof, and the use of technology to support mathematical work.

On completion of this subject, teacher candidates will be able to:

• Demonstrate an understanding of problem solving strategies and how to help students to develop problem solving ability;
• Demonstrate an understanding of mathematical modelling and applications and their importance in students’ mathematical learning;
• Demonstrate an understanding of teaching to foster students’ mathematical conjecturing and reasoning;
• Demonstrate an understanding of selected learning theories in mathematics education.

The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers). In particular, the subject will contribute to students attaining the following standards:

1.2 Understand how students learn

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

2.1 Content and teaching strategies of the teaching area

2.6 Information and Communication Technology (ICT)

3.1 Establish challenging learning goals

3.3 Use teaching strategies

4.2 Manage classroom activities

There are 3 assessment tasks:

• A report (1500 words) due early semester (37.5%)
• A report (1500 words) due mid semester (37.5%)
• An essay (1000 words) due end of semester (25%)

Hurdle requirements:

• Completion of 8 weekly tasks.
• This subject has a minimum hurdle requirement of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.

This subject is not available as a breadth subject.

On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:

• Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of changes.
• Be flexible and able to adapt to change through knowing how to learn;
• Understand the significance of developing their practice on the basis of research evidence;
• Work in teams with skills in cooperation, communication and negotiation;
• Be independent of mind, responsible, resilient, self-regulating;
• Have a conscious personal and social values base.