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Learning Area Mathematics (Additional) 1 (EDUC90459)
Graduate courseworkPoints: 12.5On Campus (Parkville)
Overview
| Availability | Semester 1 |
|---|---|
| Fees | Look up fees |
Teacher Candidates will deepen their pedagogical content knowledge for the effective teaching and learning of student proficiencies in understanding and in fluency across all the three strands in the Victorian curriculum for Years 7-10; that is, Number and Algebra, Measurement and Geometry, Statistics and Probability.
Teacher Candidates will analyse the development of key mathematical concepts, and identify critical progression points for school students’ learning.
Teacher Candidates will consider typical conceptions and misconceptions held by school students, and the likely causes for these. Teacher candidates will investigate the design and use of targeted diagnostic assessments to evaluate mathematical understanding, and recognize the advantages and limitations of particular assessment items for monitoring school students’ procedural and conceptual knowledge. In addition, they will learn to interpret school students’ mathematical solutions, and devise appropriate responses.
Teacher Candidates will examine the role of cognitive conflict in learning, teaching strategies that focus on changing conceptions, and develop strategies for motivating learning and engagement. They will investigate the importance of appropriate examples for learning, and the changes in opportunities afforded as the parameters of examples are varied. Characteristics of the middle years of schooling will be considered.
Teacher Candidates will be introduced to the many opportunities in mathematics lessons where digital learning technologies has been or can be integrated into the pedagogical activities. They will learn to critically appraise and appropriately harness digital learning technology resources to further engage students in their learning.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective mathematics teaching practice, including the creation of effective learning environments (Graduate Standards 1.2, 2.1 )
- Understand how to design mathematics lesson plans and learning sequences, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources (Graduate Standards 2.2, 2.3, 3.2)
- Understand how to set mathematics learning goals that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1)
- Select appropriate strategies to differentiate teaching to meet specific needs of students, drawing on digital technologies and literacy and numeracy understandings in order to engage and empower students in their learning (Graduate Standards 1.5, 2.5, 2.6, 3.3 & 3.4)
- Evaluate mathematics teaching programs to improve learning and to determine the effectiveness of strategies and resources (Graduate Standards 3.6)
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning (Graduate Standards 5.1, 5.4)
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
Generic skills
MTeach graduates will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship
Last updated: 10 February 2024