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.
The broad aims for this Unit are:
- To increase knowledge of how to address the mathematics proficiency strands in the Australian Curriculum, especially understanding, reasoning, and problem solving;
- To develop capacity and competence to identify and deliver mathematics teaching and learning experiences that develop higher order thinking and conceptual understanding;
- To acquire knowledge and develop skills relating to designing and evaluating assessment tasks in mathematics curriculum for Year 7 to Year 12 students;
- To understand how research in mathematics education can inform practice.
|Unit name||Grade 7-9 Students as Mathematics Learners|
|Faculty/School||College of Arts, Law and Education
Faculty of Education
Associate Professor Helen Chick
|Available as student elective?||No|
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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.
Special approval is required for enrolment into TNE Program units.
TNE Program units special approval requirements.
* 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 (see withdrawal dates explained for more information).
You cannot enrol in this unit as well as the following:
On Campus: Lecture online and 1 x 3 hour tutorial for 13 weeks.
Online: Fully online with weekly readings and activities.
AT1: Teach mathematics to peers (15%); AT2: Essay and app evaluation (35%); AT3 Evaluating and developing assessment (50%)
|Timetable||View the lecture timetable | View the full unit timetable|
Flexible Study Options
This unit is available face to face on Hobart Campus only and fully online via distance enrolment.
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The University reserves the right to amend or remove courses and unit availabilities, as appropriate.