Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:Winter Term, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment:
|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 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
CoordinatorMrs Catherine Pearn
Teacher candidates will develop pedagogical content knowledge for the effective teaching and learning of the following mathematics strands from Prep to Year 6:
Teacher candidates will review and critique resources for primary mathematics and design tasks to achieve specific learning outcomes in these strands. They will analyse tasks and lessons to identify teaching that promotes school students’ mathematical thinking and builds problem solving capacity and higher order thinking skills.
Teacher candidates will consider research evidence related to selected key issues of teaching mathematics. They will examine cognitive and affective characteristics of mathematics classrooms that encourage deep learning.
On completion of this subject, with respect to the strands above, teacher candidates will be able to:
There are two assessment tasks:
There are two hurdle requirements:
All items of assessment must be satisfactorily completed.
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
Zevenbergen, R., Dole, S., & Wright, R.J., (2004). Teaching mathematics in primary schools. Crows Nest, NSW: Allen & Unwin.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:
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