This unit has been discontinued.
Introduction
This unit is the first of a pair of units (ESH125 + ESH325) that present the theory, methods and practice of teaching mathematics (and teaching for numeracy) in the secondary years. ESH125 addresses the Year 7-12 curriculum and its implementation, with a particular focus on teaching and learning issues on key topic areas of Years 7-10, with some coverage of years 11 and 12 as appropriate. Curriculum documents will be a major focus (including the Australian Curriculum, local and international curricula), alongside implementation strategies, related resources and expected learning outcomes. Significant topics include the teaching and learning of rational and irrational numbers, and integer arithmetic; proportional reasoning; early algebra learning; probability; statistics; geometry; and principles of lesson planning. Teaching and learning experiences involve participation in practical activities as well as an analysis of the issues related to mathematics education.
Summary 2021
| Unit name | Mathematics Pedagogical Content Knowledge 1 |
|---|---|
| Unit code | ESH125 |
| Credit points | 12.5 |
| Faculty/School | College of Arts, Law and Education Faculty of Education |
| Discipline | Education |
| Coordinator | Dr Greg Oates |
| Available as student elective? | No |
| Breadth Unit? | No |
Availability
Note
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* 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).
Learning Outcomes
- Distinguish the common mathematical ideas, skills, knowledge, and appropriate communication conventions that inform contemporary teaching of secondary mathematics.
- Exemplify the proficiencies, skills and content knowledge as described in the Australian curriculum mathematics with reference to contemporary teaching practices in middle school or secondary mathematics education.
- Design mathematical teaching experiences which provide formative and summative assessment of student learning.
- Analyse students understanding of mathematics through diagnostic and formative assessment, linked to the curriculum content descriptors and respond to identified areas of need.
- Collaborate with peers to reflect on the mathematical and pedagogical value of summative and formative assessment tasks.
Fees
Teaching
| Teaching Pattern | 1 x 1hr lecture (13 weeks) 1 x 2hr Tutorial (13 weeks). |
|---|---|
| Assessment | Task 1: Team-based learning strategies (24%) Task 2: PeerWise Question Design and Analysis (36%) Task 3: Decimals interview task (40%) |
| Timetable | View the lecture timetable | View the full unit timetable |
Textbooks
| Required | None |
|---|
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