This unit is being phased out, no new enrolments are being taken.
This is second unit that presents the theory, methods and practice of teaching high school mathematics and numeracy focussing on the 7-12 curriculum. This unit generally will be taken after completing the appropriate pre-requisite unit ESH125.
ESH325 focuses on the learning of mathematics in secondary school classrooms, particularly Years 7 to 12, 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, especially in relation to differences in learning styles. 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.
|Unit name||Mathematics Pedagogical Content Knowledge 2|
|College/School||College of Arts, Law and Education
Faculty of Education
|Coordinator||Associate Professor Helen Chick|
|Available as student elective?||Yes|
|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 (see withdrawal dates explained for more information).
Unit census dates currently displaying for 2022 are indicative and subject to change. Finalised census dates for 2022 will be available from the 1st October 2021. Note census date cutoff is 11.59pm AEST (AEDT during October to March).
- Explain what it means to teach for different kinds of understanding, and to foster higher order thinking in students, and to use appropriate strategies that reflect this understanding when conducting teaching and learning experiences.
- Describe current curriculum content and contemporary teaching practices in middle school mathematics education, especially in relation to reasoning and problem solving.
- Demonstrate the ability to plan, develop, and analyse mathematical assessment experiences that incorporate appropriate assessment principles.
- Use contemporary research in mathematics education to inform teaching practice.
|Field of Education||Commencing Student Contribution 1||Grandfathered Student Contribution 1||Approved Pathway Course Student Contribution 2||Domestic Full Fee|
- Available as a Commonwealth Supported Place
- HECS-HELP is available on this unit, depending on your eligibility3
- FEE-HELP is available on this unit, depending on your eligibility4
1 Please refer here more information on student contribution amounts.
2 Information on eligibility and Approved Pathway courses can be found here
3 Please refer here for eligibility for HECS-HELP
4 Please refer here for eligibility for FEE-HELP
Please note: international students should refer to this page to get an indicative course cost.
|Assessment||Presentation (15%)|Essay (35%)|Assignment (50%)|
|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|
The University reserves the right to amend or remove courses and unit availabilities, as appropriate.