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.
|Unit name||Inclusive Mathematics|
|College/School||College of Arts, Law and Education
Faculty of Education
|Coordinator||Doctor Carol Murphy|
|Available as an elective?||No|
|Delivered By||University of Tasmania|
|Location||Study period||Attendance options||Available to|
- International students
- Domestic students
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|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 2023 are indicative and subject to change. Finalised census dates for 2023 will be available from the 1st October 2022. Note census date cutoff is 11.59pm AEST (AEDT during October to March).
- 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.
|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.
Prerequisites(ESH220 - Primary and Early Childhood Mathematics Pedagogy) OR (EPR220 - Primary Mathematics Pedagogy) OR (EES162 - Foundations of Numeracy Support)
|Assessment||Assessment Task 2: Planning for inclusion (30%)|Online Discussion and Reflection (30%)|Group Presentation (40%)|
|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|
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