Mathematics Education 2 (6897.5)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|
|0.125||3||Faculty Of Education, Science, Technology & Maths|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 4 - Undergraduate Advanced Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn 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.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
PrerequisitesReconstructing Mathematics Education; Mathematics Education 1.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
Siemon, D., Beswick, K., Brady, K, Clark, J, Faragher, R. & Warren, E. (2011). Teaching Mathematics: Foundations to Middle Years, Oxford University Press: South Melbourne.
Students will be advised of additional readings that relate to specific topics via Moodle.
Inclusion and engagement
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation.
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Required IT skills
It is expected that students will have sufficient IT skills to prepare and submit the required assignments in digital form. This includes having a familiarity with Moodle and URKUND.
Work placement, internships or practicums