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Understanding and Teaching Numeracy unit (EAL311)

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Unit year 2027

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Introduction

This unit examines the factors that contribute to low numeracy levels and considers strategies suitable for supporting students with under-developed numeracy skills. It examines examples of best practice for integrating numeracy enhancement within vocational courses and analyses how best to instigate and develop such programs. Through this unit, students will develop strategies suitable for their own teaching context and identifying methods to evaluate the effectiveness of such strategies.

Summary

Unit name Understanding and Teaching Numeracy
Unit code EAL311
Credit points 12.5
College/School Arts and Society
Faculty of Education
Discipline Education
Coordinator Doctor Bruce Duncan
Available as an elective? No
Delivered By University of Tasmania
Level Advanced

Availability

Specific information on 2027 unit availability will be available in August

Learning Outcomes

  • Interpret the description of numeracy used in the Australian Core Skills Framework within a specific learning context.
  • Explain the mathematical concepts, procedures and numeracy demands required for effective practice within a particular educational context.
  • Design and justify learning sequences to develop the numeracy competencies of learners within a particular educational context.
  • Assess and evaluate the aspects of numeracy that pose particular challenges for learners.

Fee Information

2027 fee information will be available in August.

Teaching

Teaching Pattern

Off Campus: 
Weekly online lectures or equivalent (2 hours) and weekly online tutorials or participation in discussion boards (1 hour)
 

Weekly learning activities are aligned to the development of Intended Learning Outcomes and production of assessment tasks. Come to the discussions, either tutorial or discussion boards, prepared with an understanding of the weekly learning outcomes and questions that will help your tutor support your learning.

AssessmentNumeracy Demands of a Particular Context (20%)|Teach and Assess Numeracy (30%)|Interpret an Assessment of Numeracy and Design an Appropriate Learning Sequence (50%)
TimetableView the lecture timetable | View the full unit timetable

Textbooks

Required

Tout, K., & Motteram, G. (2006) Foundational numeracy in context. Australian Council Educational Research (ACER). (available via the library as an ebook)

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.
Recommended

Boaler, J. (2002). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning outcomes. Mahwah, NJ: Erlbaum.
Clements, D. H. & Battista, M. T. (1990) Constructivist learning and teaching, Arithmetic Teacher, 38(1), pp. 34-35.
Mclean, P., Perkins, K., Tout, D., Brewer, K., & Wyse, L. (2012). Australian Core Skills Framework (ACSF). Commonwealth of Australia.
Muir, T. (2008). Principles of practice and teacher actions: Influences on effective teaching of numeracy. Mathematics Education Research Journal, 20(3), 78-101.
Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2015). Teaching mathematics foundations to middle years. (2nd ed.). South Melbourne, Vic.: Oxford University Press.
Sullivan, P. (2011). Teaching mathematics: Using research informed strategies. Australian Education Review. Melbourne: ACER Press.
Van de Walle, J.A. (2006) Elementary and middle school mathematics: Teaching developmentally. (6th ed.). Boston: Pearson Education Inc.
University of Tasmania (2024). APA 7th edition. In Referencing guide. Retrieved from http://utas.libguides.com/content.php?pid=27520&sid=199805

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