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Mathematics: Quality Teaching (EDUC90691)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
July
Overview
Availability | July |
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Fees | Look up fees |
This subject will address quality teaching in mathematics and numeracy from theoretical, empirical and practical perspectives. Topics will include: research into quality mathematics teaching, including local and international studies of good teaching practice such as TIMSS Video Studies and in Learner’s Perspective Study; how good teaching varies between countries; research into the links between teacher’s knowledge and student learning; standards for quality numeracy teaching; critique of practical activities that exemplify instructional practices advocated on the basis of either theory, empirical research or agreed standards. The examples used will draw upon extensive video resources.
Intended learning outcomes
On completion of the subject students will be able to:
- demonstrate a knowledge of current theory and research regarding knowledge required for teaching mathematics;
- demonstrate a knowledge of theories of learning and instruction relevant to the teaching of mathematics;
- demonstrate familiarity with local and international research into mathematics teaching;
- demonstrate familiarity with national and international attempts to develop standards for mathematics teaching, the premises upon which these standards are based, and the issues associated with the promotion of quality teaching using standards;
- describe classroom activities and teaching actions that illustrate different aspects of quality mathematics teaching;
- demonstrate familiarity with a variety of approaches to teacher professional development and discuss, in an informed manner, the relative merits of these approaches for the promotion of quality mathematics teaching.
Generic skills
Students completing this subject will be able to
- demonstrate a superior knowledge and understanding of educational theory and practice in general and in a specialised area in particular;
- express informed opinions about particular areas of current educational interest;
- have an understanding of the theory and practice of educational research needed to evaluate research literature and carry out appropriate research activity;
- make effective use of the findings of educational writings and research in addressing professional problems;
- have the depth of knowledge and understanding that will enable them to be a resource for colleagues in particular professional situations;
- demonstrate an appreciation of professional responsibilities and ethical principles which should characterise leaders in the education profession.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
There are two assessment components:
- A 10 minute practical group demonstration (500 words equivalent) with a one page outline (500 words); 5 minute individual oral presentations (500 words equivalent) identifying one aspect of the classroom activity and an accompanying two page document (1000 words) that gives a brief, scholarly justification of the characteristics of quality mathematics teaching in relation to their chosen aspect (40%, mid semester)
- A theoretical paper of 3,000 words, exploring an aspect of quality mathematics teaching (eg teacher questioning). The paper should report both theory and research related to the chosen aspect and conclude with criteria by which it can be evaluated. (60%, end of semester, 3,000 words).
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- July
Principal coordinator Carmel Mesiti Mode of delivery On Campus (Parkville) Contact hours 24 Total time commitment 170 hours Teaching period 29 July 2017 to 7 October 2017 Last self-enrol date 11 August 2017 Census date 18 August 2017 Last date to withdraw without fail 22 September 2017 Assessment period ends 20 October 2017 July contact information
Time commitment details
170 hours
Additional delivery details
The pre-teaching preparation period for the Augustavailability commences on 27/07/15. During the pre-teaching period, students will be required to complete reading that will be provided via LMS.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Education Course Master of Education Course Master of Numeracy
Last updated: 10 February 2024