Teaching Number

This subject is not offered in 2016.

170 hours

Knowledge of mathematics to Year 10 level, and general knowledge of teaching practices in any subject.

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 explores the content and pedagogical content knowledge needed to teach the Number strand in junior secondary mathematics, including fractions, decimals, negative numbers, number properties and operations. Participants will study research on students’ mathematical thinking and effective teaching methods, analyse major teaching resources including instructional software and applets. Methods of identifying learners’ special needs and differentiating instruction will be a focus. Research and practice on promoting conceptual change through cognitive conflict and discussion will be reviewed. Practical teaching tasks will complement theory.

Students will be expected to participate in intensive teaching, complete weekly exercises to satisfactory standard and regularly contribute to the electronic forum.

On completion of this subject, participants will be able to

• give overview of the content of this strand of mathematics
• demonstrate insight into student thinking
• review the options for teaching of the strand and relevant research
• explain how the goals of working mathematically can be achieved through this strand
• discuss critical pedagogical issues, especially related to diagnosis and remediation and promoting conceptual change.

• Lesson plans and related pedagogical analysis (2000 words equivalent) due mid semester (40%)
• A written assignment on diagnosis and targeted teaching of school students’ mathematical misconceptions (3000 words) due end of semester (60%)

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics: Research and practice for the 21st century. Sydney: Allen & Unwin

Further readings will be provided.

Special requirement Years 7-10. Handheld calculator or computer software recommended for use in the VCE subject Further Mathematics.

This subject is not available as a breadth subject.

• Be skilled communicators who can effectively articulate and justify their mathematics teaching practices;
• Understand the significance of developing their mathematics teaching practice on the basis of research evidence;
• Demonstrate mastery of the subject matter for this area of teaching and of general principles of effective teaching and learning in a mathematics context, including with technology.