Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:Semester 2, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours: 12 one hour lectures and 12 two hour workshops |
Total Time Commitment:
Admission to the Master of Teaching (Secondary)
A pass in a mathematics subject at Year 12
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:|| |
|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
CoordinatorDr Caroline Bardini
This subject provides an introduction to teaching Years 7-9 mathematics in Victorian schools. Teacher candidates will develop pedagogical content knowledge of the mathematics content strands in the Australian curriculum, especially related to Algebra, Number, Statistics and Probability. In particular, in Number, they will consider strategies for developing school students’ understanding of place value, fractions, decimals and percentages.
Teacher candidates will consider curriculum (AusVELS) documents, lesson planning, effective use of resources (e.g. textbooks, technology), assessment and the provision of a balanced curriculum incorporating the four proficiency strands in the Australian curriculum: Understanding, Fluency, Problem Solving and Reasoning.
Teacher candidates will consider important pedagogical issues such as: questioning, selection of good examples, representations and models of mathematical ideas to widen their understanding of what good mathematics teaching should be at years 7-9.
On completion of this subject teacher candidates will be able to:
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:
2.6 Information and Communication Technology (ICT)
3.3 Use teaching strategies
3.4 Select and use resources
There are two assessment tasks:
There is 1 hurdle requirement:
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
|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:
Master of Teaching (Secondary) |
Master of Teaching (Secondary)
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