Minimum enrolment number of 12 applies to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the on-line offering and advised of this change before semester commences.
Introduction
This unit is the foundation mathematics and numeracy unit for secondary students in the Master of Teaching. It provides an opportunity to reflect upon and to develop understanding of concepts that are central to mathematics curricula; to consider the cross-disciplinary implications and opportunities afforded by these topics; and to develop quantitative literacy understandings that will enable students to be informed professionals. Foci of the unit include the development of a critical orientation to presentation of numeracy concepts in the media, and an appreciation of the importance of quantitative understandings to the personal and professional lives of all teachers.
Summary
| Unit name | Personal and Professional Numeracy |
| Unit code | EMT520 |
| Credit points | 12.5 |
| College/School | Arts and Society Faculty of Education |
| Discipline | Education |
| Coordinator | Doctor Osman Kasimu |
| Delivered By | University of Tasmania |
| Level | Postgraduate |
Sustainable Development Goals
The Unit Coordinator has identified that this unit aligns with the following UN Sustainable Development Goals. We welcome your thoughts and feedback on the alignment of the unit with these goals.
Availability
Specific information on 2027 unit availability will be available in August
Learning Outcomes
- apply knowledge and understanding of mathematical concepts underpinning critical numeracy.
- identify and evaluate upon critical numeracy in media reports and in other contexts relevant to different curriculum areas.
- complete, analyse and reflect upon an educational numeracy activity.
- analyse quantitative knowledge involved in personal and professional decision making.
- use literacy skills to present evidence, including relevant literature, to support arguments about issues related to personal and professional numeracy.
Fee Information
2027 fee information will be available in August.
Requisites
Concurrent Prerequisites
EMT502Teaching
| Teaching Pattern | On Campus: Off Campus: |
|---|---|
| Assessment | Beliefs about Mathematics (15%)|Critical numeracy and mathematical reasoning in social and academic contexts (40%)|Numeracy in Another Discipline (45%) |
| Timetable | View the lecture timetable | View the full unit timetable |
Textbooks
| Required |
Australian Association of Mathematics Teachers. (1998). Policy on numeracy education in schools. https://primarystandards.aamt.edu.au/About-AAMT/Position-statements/Numeracy-education Blastland, M., & Dilnot, A. (2010). The Tiger That Isn’t¿: Seeing Through a World of Numbers. Profile Books Ltd. https://ebookcentral-proquest-com.ezproxy.utas.edu.au/lib/utas/detail.action?docID=578933 Torrijos-Muelas, M., González-Víllora, S., & Bodoque-Osma, A. R. (2021). The persistence of neuromyths in educational settings: A systematic review. Frontiers in Psychology, 12, 591923. https://doi.org/10.3389/fpsyg.2020.591923 Steen, L. A. (2007). Every teacher is a teacher of mathematics. Every Teacher Is a Teacher of Mathematics., 7(5), 16–20. http://search.ebscohost.com.ezproxy.utas.edu.au/login.aspx?direct=true&db=eue&AN=507947985&site=ehost-live |
|---|---|
| Recommended | Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies Clarke, D. M. (2005). Written algorithms in the primary years¿: undoing the ‘good’ work? In A. A. of M. T. (AAMT) Conference (20th¿: 2005¿: Sydney NSW), Making mathematics vital¿: proceedings of the twentieth Biennial Conference of the Australian Association of Mathematics Teachers, University of Technology, Sydney, 17-20 January 2005. - Trove (pp. 93–98). https://content.talisaspire.com/utas/bundles/5f73b1b147e6430f11124b24 Forgasz, H. J., Leder, G., & Hall, J. (2017). Numeracy across the curriculum in Australian schools: Teacher education students’ and practising teachers’ views and understandings of numeracy. Numeracy, 10(2). https://doi.org/10.5038/1936- Geiger, V., Bennison, A., & Roberts, A. (2015). Numeracy teaching across the curriculum in Queensland: Resources for teachers. The University of Queensland. https://cdn.qct.edu.au/pdf/Numeracy_Teaching_Across_Curriculum_QLD.pdf Getnet, S., Baker, B., Fielding, A., Muir, T., & Adeniji, K. (2024). Numeracy across the Australian Curriculum: Opportunities from F to 6. In J. Višnovská, E. Ross, & S. Getenet (Eds.), Surfing the waves of mathematics education: Proceedings of the 46th annual conference of the Mathematics Education Research Group of Australasia (pp. 247–254). MERGA. https://eric.ed.gov/?id=ED661017 Goos, M., Geiger, V., Dole, S., Forgasz, H., & Bennison, A. (2019). Numeracy across the curriculum: Research-based strategies for enhancing teaching and learning.Allen & Unwin. https://doi.org/10.4324/9781003116585 Griffin, M. (2012). Parents kids maths = trouble. The Age (Melbourne, Australia), October 6, 19–19. https://link.gale.com/apps/doc/A304445996/AONE?u=utas1&sid=AONE&xid=78bf4524 Hilton, A., & Hilton, G. (2021). Chapter 3: The Hindu–Arabic number system. In Making sense of number: Improving personal numeracy (pp. 33–49). Cambridge University Press. Nielsen, J. A., Zielinski, B. A., Ferguson, M. A., Lainhart, J. E., & Anderson, J. S. (2013). An evaluation of the left-brain vs. right-brain hypothesis with resting-state functional connectivity magnetic resonance imaging. PLoS ONE, 8(8), e71275. Northcote, M., & McIntosh, A. (1999). What Mathematics Do Adults Really Do in Everyday Life? Australian Primary Mathematics Classroom, 4(1), 19–21. https://search-informit-com-au.ezproxy.utas.edu.au/documentSummary;dn=461662849887452;res=IELHSS Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2011). Teaching mathematics: Foundations to middle years. Oxford University Press. |
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