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
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For the remainder of 2020, resulting from Australian Government's directives requiring physical distancing and restrictions on movement because of the COVID-19 pandemic, any exams that are required for assessment in a unit will be online exams. Online exams may also use online proctoring to help assure the academic integrity of those exams. Please contact your unit convener with any questions.
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- 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
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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
3 hour workshops conducted within the school and at University per week. The content and delivery of this unit will be supported with additional on-line resources.
Students in the Bachelor of Primary Education (Graduate Entry) must have passed 24 credit points.
All other students must have passed 9864 Core Mathematics AND
10354 Using Data to Improve Learning AND
9888 The Practice (PCK) of Teaching Mathematics.
First two years of Education degree.