Focuses on current issues in the teaching and assessment of mathematics and numeracy in the Mathematics K-6 Syllabus. A particular emphasis is on planning for numeracy teaching to meet classroom diversity.
Module 1: Mathematics and difference
- Equity and diversity in mathematics education
- Inclusive mathematics teaching strategies
- Mathematics and Indigenous student education
- Mathematics and non-English speaking background students; mainstream classroom strategies, systemic and community resources
- Mathematics and gifted and talented students and differentiation of instruction
- Learning difficulties and learning disabilities, inclusive practices, adapted curriculum
- The learning framework in number; approaches to targeted intervention
Personalised learning plans, including:
- instructional decisions, individualised learning plans, differentiated instruction
- identifying and accessing support personnel and services
- involving parent and community, ethics and responsibilities
Module 2: Mathematics and assessment
- Approaches to assessment in early childhood settings and the primary classroom
- Trends in assessment
- Interview-based assessment; SENA testing, Newman's analysis
- Principles and practices of reporting, including standardised reporting and reporting software
- Alternative assessment models
- Basic skills testing, including NAPLAN and Best Start
- International comparison studies
- Syllabus outcomes and indicators.
Module 3: Issues in teaching mathematics
- Theories of mathematics learning and instruction
- Productive pedagogies, quality teaching in the teaching of mathematics
- Supporting literacy and numeracy through mathematics
- Issues in teaching number, number sense and mental computation
- The roles of formal algorithms and calculators
- Using and applying mathematics in problem solving, mathematical modelling, word problems
- Information and communications technology and the teaching of mathematics (including interactive whiteboards).
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||analyse a wide range of current issues in teaching and learning mathematics and numeracy in early childhood and the primary school curriculum, and in assessing student performance in these areas||Knowledge of a discipline||Lifelong learning|
|2||demonstrate a sound knowledge of a broad range of resources available, including technology, to inform planning and instruction in mathematics in diverse classrooms||Knowledge of a discipline|
|3||apply the full range of relevant issues and considerations pertaining to the teaching, learning experiences and assessment of mathematics and numeracy in settings that meet particular needs of Indigenous students, non-English speaking background students, gifted and talented students and students with disabilities||Cultural competence|
|4||analyse contemporary approaches to dealing with learning difficulties in mathematics and numeracy||Knowledge of a discipline|
|5||demonstrate a knowledge of the role, construction and implementation of differentiated classroom programs and individual learning plans for students, drawing on the course topics of issues, diversity, and assessment.||Lifelong learning||Cultural competence|
- Koshy, V & Murray, J (eds), 2011, Unlocking mathematics teaching, 2nd edn, Routledge, Oxon.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2015 Commonwealth Supported only. Student contribution band: 1
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