Introduction
This unit provides a range of strategies to cater for students with diverse needs in learning mathematics. The learning needs may include: difficulties directly related to the learning of mathematics, such as dyscalculia; difficulties that are not directly related to mathematics, such as literacy obstacles; or other learning differences, such as those which stem from cultural differences or exceptionality. The range of students also includes those who are gifted in learning mathematics. The unit is based on two justifiable premises: first, that all students are able to engage successfully with an appropriately challenging mathematics curriculum but may do so in different ways; and second, that teachers have a responsibility to provide high quality learning experiences, supported by pedagogical reasoning, to all students.
Summary
| Unit name | Inclusive Mathematics |
| Unit code | EPR322 |
| Credit points | 12.5 |
| College/School | Arts and Society Faculty of Education |
| Discipline | Education |
| Coordinator | Doctor Louise Hodgson |
| Available as an elective? | No |
| Delivered By | University of Tasmania |
| Level | Advanced |
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
- reflect on the necessary attitudes and professional values needed in order to meet the diverse learning needs of students in mathematics classrooms, including a commitment to social justice, inclusion, engagement and achievement.
- design, develop and justify mathematical learning experiences, including assessment, for students with diverse learning needs.
- analyse and synthesise scholarly literature relevant to identifying and catering for the diverse needs of students and apply that knowledge in the context of mathematics teaching and learning.
- communicate in written and oral forms in a scholarly manner and engage in constructive discussion with peers.
Fee Information
2027 fee information will be available in August.
Requisites
Prerequisites
(ESH220 - Primary and Early Childhood Mathematics Pedagogy) OR (EPR220 - Primary Mathematics Pedagogy) OR (EES162 - Foundations of Numeracy Support)Teaching
| Assessment | Designing a Task to Meet Individual Needs Using AI (30%)|Discussion Posts (option for discussion boards or online synchronous discussion workshops) (30%)|Planning for Inclusion (40%) |
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| Timetable | View the lecture timetable | View the full unit timetable |
Textbooks
| Required |
The Reading List provides direct access to all material for the unit 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 |
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| Recommended |
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