Mathematics in the Differentiated Classroom (9883.2)
|Level:||Level 4 - Undergraduate Advanced Unit|
|HECS Bands:||1, 4|
|Faculty:||Faculty of Education|
|Discipline:||Academic Program Area - Education|
UC - Canberra, Bruce
Year Teaching Period Convener Mode of Delivery 2020 Semester 1 MS Tracy LOGAN (Ph: +61 2 62068973 ) ON-CAMPUS 2021 Semester 1 MS Tracy LOGAN (Ph: +61 2 62068973 ) ON-CAMPUS
To view your Unit Outline, click View to log in to MyUC and access this information, or visit your unit's online teaching site.
- Semester 1, 2020, ON-CAMPUS, BRUCE (193515) - View
- Semester 1, 2019, ON-CAMPUS, BRUCE (186821) - View
- Semester 1, 2018, ON-CAMPUS, BRUCE (182655) - View
- Semester 1, 2017, ON-CAMPUS, BRUCE (149431) - View
If a link to your Unit Outline is not displayed, please check back later. Unit Outlines are generally published by Week One of the relevant teaching period.
This unit builds upon the unit 9888 The Practice (PCK) of Teaching Mathematics. In particular it focuses on 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 involves the development of assessment techniques and developing strategies for dealing with the needs of differentiated classrooms. 2. Programming mathematics. Recognition that children are at various stages in their acquisition of mathematical understandings and secondly that many factors impact on their mathematical development. Some factors that impact of classroom programming are individual students prior knowledge, different learning styles, cultural factors with an emphasis on the needs of aboriginal and Torres Strait Islander students and varying specific needs of children with disabilities -physical, intellectual and emotional.
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 processes for the Proficiency Strands; and
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 a developed 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.
UC - Canberra, Bruce
- Semester 1, 2020
- Semester 1, 2019
- Semester 1, 2018