Mathematics Education 2 (6897.5)
|Level:||Level 4 - Undergraduate Advanced Unit|
|Faculty:||Faculty of Education, Science, Technology & Maths|
|Discipline:||Academic Program Area - Education|
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- Winter Term, 2017, ON-CAMPUS, BRUCE (166211) - View
- Semester 1, 2017, ON-CAMPUS, BRUCE (165694) - View
- Winter Term, 2016, ON-CAMPUS, BRUCE (162238) - View
- Semester 1, 2016, ON-CAMPUS, BRUCE (153869) - View
- Semester 1, 2015, ON-CAMPUS, BRUCE (145549) - View
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This unit is no longer offered. Information may be available for Units in the following years:
- Version 1 - Start Date: 01/01/2006 End Date: 31/12/2006
- Version 2 - Start Date: 01/01/2007 End Date: 31/12/2008
- Version 3 - Start Date: 01/01/2009 End Date: 28/10/2011
- Version 4 - Start Date: 01/01/2012 End Date: 31/12/2012
- Version 5 - Start Date: 01/01/2013 End Date: 31/12/2017
This unit builds upon the theoretical foundation for the teaching of mathematics established during Mathematics Education 1. In particular it focuses two major areas of concern for Primary and Early Childhood teachers of mathematics: 1. Identification of children within mainstream classrooms who experience difficulty with learning mathematics. This will involve the development of further assessment techniques and developing strategies for dealing with these needs within classrooms. 2. Programming mathematics.
On successful completion of this unit, students will be able to:
1. Facilitate children's understanding of mathematics in all content strands ensuring that children develop the five processes for working mathematically;
2. Recognise the individual differences that children have in the acquisition of mathematical knowledge and understandings; these differences will include learning styles, cultural background with particular emphasis on indigenous students and children with a variety of specific needs;
3. Identify common errors children make in mathematics and have developed a repertoire of effective strategies to help deal with these; and
4. Develop a mathematics programme which demonstrates coherence, appropriate sequencing and acknowledges differences in learning styles, abilities and cultural backgrounds.
Three hours a week.
Reconstructing Mathematics Education; Mathematics Education 1.