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Personal and Professional Numeracy unit (EMT520)

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Unit year 2026

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2027 Unit information is now available. View 2027 unit information

Location: Hobart, Online

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

Location Study period Attendance options Available to
Hobart Semester 1 This unit is available through on-campus delivery Available to International Students Available to Domestic Students
Online Semester 1 This unit is available through off-campus delivery Available to International Students Available to Domestic Students
  • Key:
  • This unit is available through on-campus delivery On-campus
  • This unit is available through off-campus delivery Off-Campus
  • Available to International Students International students
  • Available to Domestic Students Domestic students
Note

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Units are offered in attending mode unless otherwise indicated (that is attendance is required at the campus identified). A unit identified as offered by distance, that is there is no requirement for attendance, is identified with a nominal enrolment campus. A unit offered to both attending students and by distance from the same campus is identified as having both modes of study.

Key Dates

Study Period Start date Census date WW date End date
Semester 1 22/2/2026 16/3/2026 19/4/2026 13/6/2026

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).

Unit census dates currently displaying for 2026 are indicative and subject to change. Finalised census dates for 2026 will be available from the 1st October 2025. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

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

Field of Education Commencing Student Contribution 1,3 Grandfathered Student Contribution 1,3 Approved Pathway Course Student Contribution 2,3 Domestic Full Fee 4
070199 $592.00 $592.00 not applicable $2,562.00
  • Available as a Commonwealth Supported Place
  • HECS-HELP is available on this unit, depending on your eligibility3
  • FEE-HELP is available on this unit, depending on your eligibility4

1 Please refer to more information on student contribution amounts.
2 Please refer to more information on eligibility and Approved Pathway courses.
3 Please refer to more information on eligibility for HECS-HELP.
4 Please refer to more information on eligibility for FEE-HELP.

If you have any questions in relation to the fees, please contact UniConnect or more information is available on StudyAssist.

Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.

Requisites

Concurrent Prerequisites

EMT502

Teaching

Teaching Pattern

On Campus: 
Weekly online lectures (1 hour), weekly face-to-face tutorials (2 hours), independent learning (hours as needed)

Off Campus: 
Weekly online lectures (1 hour), weekly tutorials (2 hours), independent learning (hours as needed)
 

AssessmentBeliefs about Mathematics (15%)|Critical numeracy and mathematical reasoning in social and academic contexts (40%)|Numeracy in Another Discipline (45%)
TimetableView 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
in Mathematics, 19(2), 179–191. http://www.jstor.org/stable/3482573

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-
4660.10.2.2

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.
https://doi.org/10.1371/journal.pone.0071275

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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