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: 18 hours |
Total Time Commitment:
Study Period Commencement:
Study Period Commencement:
|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
CoordinatorMr Duncan Symons
Teacher candidates will develop pedagogical content knowledge for the effective teaching and learning of the following mathematics content and proficiency strands from Foundation to Level 6:
Within this content strand, Candidates will analyse the development of key concepts in primary mathematics and identify critical progression points for children’s learning. They will consider typical conceptions and misconceptions held by children, their likely causes, diagnostic tools to diagnose them and teaching strategies for changing them.
Teacher candidates will learn to critically evaluate mathematics programs, materials and teaching methods. Teacher candidates will develop a mathematics unit in Statistics and Probability for use in primary mathematics classrooms.
Candidates will consider research evidence related to selected key issues of teaching Statistics and Probability. They will examine cognitive and affective characteristics of mathematics classrooms that encourage deep learning in these content areas and in the proficiency strands.
Candidates will be assisted to develop leadership skills to enable them to become future leaders of mathematics/numeracy in their future careers.
On completion of this subject, with respect to the strands above, Teacher Candidates will be able to:
This subject has a minimum hurdle requirement of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Reys, R.E., Lindquist, M.L., Lambdin, D.V., Smith, N.L., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2012). Helping Children Learn Mathematics, 1st Australian Edition, Melbourne: John Wiley.
|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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