Preservice teachers are introduced to effective mathematical teaching approaches, models and strategies used by primary teachers to enhance student learning of mathematical content, concepts and reasoning. The mathematical content focus in this unit relates to Measurement and Geometry, and Statistics and Probability. Preservice teachers reflect on their mathematics and numeracy knowledge to develop personal levels of proficiency when planning, structuring and implementing learning programs that correspond with students' diverse learning needs and abilities and curriculum content strands.
This unit of study provides students with the opportunity to further develop their skills and knowledge to engage in associated problems and communicate through reviewing curriculum and planning documents to inform the designing of learning activities and assessment tools for primary school students. This will include taking into account the needs of different learners from a range of cultural backgrounds. Students will have the opportunity to engage in lectures, be involved in tutorial discussions and activities and receive feedback through informal and formal assessments.
This unit of study provides students with the opportunity to further develop their skills and knowledge to engage in associated problems and communicate through reviewing curriculum and planning documents to inform the designing of learning activities and assessment tools for primary school students. This will include taking into account the needs of different learners from a range of cultural backgrounds. Students will have the opportunity to engage in lectures, be involved in tutorial discussions and activities and receive feedback through informal and formal assessments.
Unit details
Location:
Online
Study level:
Postgraduate
Credit points:
12
Unit code:
ETP5003
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Learning Outcomes
| 1. | Critique and analyse the principles and practices of curriculum and pedagogy for teaching mathematics to primary school students; | ||
| 2. | Construct a plan of teaching and learning designed to develop students' mathematical and numeracy confidence which will counter misconceptions about mathematics and numeracy abilities; | ||
| 3. | Evaluate a range of teaching and learning approaches used by primary teachers to enhance mathematical and numeracy fluency, logical reasoning, analytical thought and problem-solving skills; and | ||
| 4. | Critically review and evaluate a selection of learning and teaching theories, processes and activities that assist the development of students' mathematical and numeracy capabilities in order to teach Measurement and Geometry, and Statistics and Probability to primary school age students. |
Assessment
| Assessment type | Description | Grade |
|---|---|---|
| Assignment | Self-reflect on personal numeracy skill based on diagnostic LANTITE result. Development of numeracy action plan. | 30% |
| Review | Review Literature for the differentiated teaching of numeracy in primary school. | 30% |
| Poster | Construct a poster outlining an exemplary lesson plan for Measurement & Geometry. Evidence strategies for differentiated teaching and learning. | 40% |
Required reading
Helping Children Learn Mathematics.
Reys, R.E., Lindquist, M.L., Lambdin, D.V., Smith, N.L., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2020).
Melbourne: John Wiley.
Where to next?
As part of a course
This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.
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