Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:July, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 24 |
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
CoordinatorDr Caroline Bardini
This subject will focus on research and issues related to the teaching and learning of mathematics in primary and secondary classrooms through the use of problem solving and reasoning. Problem solving is seen as an approach to teaching mathematics, a way of doing mathematics and mathematical content in its own right. Problem solving and reasoning focus particularly on questions related to how we think mathematically and learn more deeply in a mathematical environment that emphasises big ideas in mathematics teaching. Topics include: trends in reasoning and problem solving research; attitudes to and conceptions of problem solving and reasoning; problem solving, reasoning and working mathematically; interdisciplinarity; assessment; developing challenging tasks to increase cognitive demand; managing the problem solving/reasoning classroom; teaching students to address a challenge; raising the level of mathematical competence required for informed citizenship and lifelong learning; increasing students’ confidence in using mathematics to solve problems; the role of technology in facilitating reasoning and problem solving.
On completion of the subject students will be able to:
There are three assessment tasks:
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
Blum, W., Galbraith, P., Niss, M., Henn, H.-W. (Eds.). (2007). Modelling and applications in mathematics education, New ICMI Studies Series no. 10. New York: Springer.
Clarke, D. J., Goos, M., & Morony, W. (2007). Problem solving and working mathematically: An Australian perspective. ZDM—The International Journal on Mathematical Education, 39(5-6), 475-490.
Lesh, R., & Zawojewski, J. (2007). Problem solving and modelling. In F. Lester (Ed.), Second handbook of research o mathematics teaching and learning (pp. 763-804). Charlotte, NC: IAP.
Stillman, G. A., Brown, J. P., & Galbraith, P. L. (2008). Research into the teaching and learning of applications and modelling in Australasia. In H. Forgasz, A. Barkatsas,
A. Bishop, B. Clarke, S. Keast, W-T. Seah, & P. Sullivan (Eds.), Research in mathematics education in Australasia 2004-2007 (pp. 141-164). Rotterdam, The Netherlands: Sense Publishers.
Stillman, G., Cheung, K-C., Mason, R., Sheffield, L., Sriraman, B., & Ueno, K. (2009). Challenging mathematics: Classroom practices. In E. Barbeau & P. Taylor (Eds.), Challenging mathematics in and beyond the classroom: The 16th ICMI study, New ICMI Studies Series no. 12 (pp. 243-283). New York: Springer.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
Students completing this subject should be able to:
Master of Education |
Master of Education
Master of Numeracy
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