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Launceston

This unit is being phased out and may not be offered next year, please consider your study plan accordingly. You will be able to enrol in the unit where there is an availability noted below.

Introduction

This unit intends to develop your passion for mathematics and to provide you with greater confidence and mathematical vision that will support you both as a classroom teacher and as a potential leader in the teaching of mathematics in a primary school. The unit focuses on the structure of the ACARA Numeracy Progressions and addresses dimensions of higher order Pedagogical Content Knowledge (PCK) in relation to whole school planning and assessment. You will be introduced to broader issues in contemporary practices in mathematics such as the role of data in informing the direction of school teacher programmes, and the potential of integrating numeracy across the curriculum to develop mastery in mathematics. Further aspects of contemporary classroom practices will be examined and critiqued in relation to research literature and related to their application to primary mathematics classrooms.

Summary 2020

Unit name Issues in Mathematics Teaching
Unit code ESH323
Credit points 12.5
Faculty/School College of Arts, Law and Education
Faculty of Education
Discipline Education
Coordinator

Dr Carol Murphy
Available as student elective? Yes
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).

About Census Dates

Learning Outcomes

  1. Engage constructively with peers in   an informed scholarly way to reflect on the knowledge and professional values   needed to inspire students in learning mathematics.
  2. Re-examine the mathematical content   knowledge that informs the development and assessment of students’ learning   in mathematics based on the ACARA National Numeracy Learning Progressions.
  3. Use research evidence to justify the   implementation of instructional strategies that can effectively support   student learning in mathematics.

Fees

Requisites

Prerequisites

ESH220

Teaching

Assessment

Assessment Task 1 (30%): Students engage constructively with peers through Team-based learning activities to re-examine the mathematical content knowledge that informs the development and assessment of students’ learning in mathematics based on the ACARA National Numeracy Progressions.

Assessment Task 2 (35%): Students reflect on the knowledge and professional values to develop a resource pack that connects the ACARA cross-curriculum policies to the numeracy progression elements in a way that will inspire students in learning mathematics.

Assessment Task 3 (35%): Students use research evidence to examine the effectiveness of one instructional High Impact Strategy in relation to teaching mathematics and prepare a justification for teaching colleagues.

TimetableView the lecture timetable | View the full unit timetable

Textbooks

Required

2 hour Workshop per week, 1 hour Lecture per week.

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