A 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.
Each of EMT625 and EMT627 is the second of a pair of units that present the theory, methods and practice of teaching high school mathematics and numeracy, with EMT625 focussing on the 7-12 curriculum and EMT627 focussing on Grades 7-9. These units generally will be taken after completing the appropriate pre-requisite unit EMT525 Teaching the Grade 7-12 Mathematics Curriculum or EMT527 Teaching the Grade 7-9 Mathematics Curriculum. EMT625 and EMT627 focus on the learning of mathematics in secondary school classrooms, particularly Years 7 to 12 for EMT625 and Years 7 to 9 for EMT627, and will build students’ pedagogical content knowledge for teaching mathematics in a productive way. This unit develops an appreciation of how students in the secondary years form mathematical concepts, and how teaching can foster effective learning. It will consider issues associated with understanding mathematics and developing mathematical thinking, which includes an examination of incomplete and misconceived understanding. In addition, the units will investigate ways to incorporate reasoning and problem-solving in the mathematics classroom. The importance of visualisation for many students and the continued need for concrete experiences through the high school years is covered. The use of technology in relation to issues of understanding, reasoning, and problem solving is considered. The unit will also address the design and evaluation of assessment approaches at the junior and senior secondary levels.
|Unit name||Grade 7-9 Students as Mathematics Learners|
|College/School||College of Arts, Law and Education
Faculty of Education
|Coordinator||Associate Professor Helen Chick|
|Delivered By||University of Tasmania|
|Location||Study period||Attendance options||Available to|
- International students
- Domestic students
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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.
|Study Period||Start date||Census date||WW date||End date|
* 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 2024 are indicative and subject to change. Finalised census dates for 2024 will be available from the 1st October 2023. Note census date cutoff is 11.59pm AEST (AEDT during October to March).
- explain what it means to teach for different kinds of understanding, and to foster higher order thinking in students, and to use appropriate strategies that reflect this understanding when conducting teaching and learning experiences.
- describe current curriculum content and contemporary teaching practices in high school mathematics education, especially in relation to reasoning and problem solving.
- demonstrate the ability to plan, develop, and analyse mathematical assessment experiences that incorporate appropriate assessment principles.
- use contemporary research in mathematics education to inform teaching practice.
|Field of Education||Commencing Student Contribution 1,3||Grandfathered Student Contribution 1,3||Approved Pathway Course Student Contribution 2,3||Domestic Full Fee 4|
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.
Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.
|Assessment||Presentation (15%)|Essay (35%)|Assignment (50%)|
|Timetable||View the lecture timetable | View the full unit timetable|
Required readings will be listed in the unit outline prior to the start of classes.
|Links||Booktopia textbook finder|
The University reserves the right to amend or remove courses and unit availabilities, as appropriate.