× You are viewing an archive version of this unit.



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 2021

Unit name Inclusive Mathematics
Unit code EPR322
Credit points 12.5
Faculty/School College of Arts, Law and Education
Faculty of Education
Discipline Education
Available as student elective? No
Breadth Unit? No



Please check that your computer meets the minimum System Requirements if you are attending via Distance/Off-Campus.

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).

About Census Dates

Learning Outcomes

  1. 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.
  2. Design, develop and justify mathematical learning experiences, including assessment, for students with diverse learning needs.
  3. 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.
  4. Communicate in written and oral forms in a scholarly manner and engage in constructive discussion with peers.




ESH320 or EES162 or EPR320



Task 1: Online Discussion and Reflection, 1200 words [2 x 600 word summary reflections] (30%)

Task 2: Planning for inclusion lesson plan, 600 words, rationale 600 words (30%)

Task 3: Group Presentation, 1600 words (40%)

TimetableView the lecture timetable | View the full unit timetable



The University reserves the right to amend or remove courses and unit availabilities, as appropriate.