Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:Semester 1, 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
CoordinatorMrs Catherine Pearn
This subject is concerned with improving the learning outcomes for students in primary and secondary schools in selected hard-to-teach topics that are central to numeracy. It will considerably enhance the numeracy-specific pedagogical content knowledge of the participants. A detailed study of the conceptual growth along a developmental continuum that is required for making progress in key areas of mathematics will be undertaken. Participants will learn to conduct ‘assessment for learning’ in a way that is instructionally highly effective. Diagnostic assessments will be reviewed, critiqued and created, and used with sample students. Teaching methods that promote conceptual growth will be reviewed, with relevant research. All topics will be examined through the lens of current Australian and international educational policies.
On completion of the subject students will be able to
There are three pieces of assessment:
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops. Professional practice placements require 100% attendance.
Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics: Research and practice for the 21st century. Sydney: Allen & Unwin.
|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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