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This subject builds on Mathematics 1 and will focus on the teaching of senior secondary mathematics in Victoria, and consider key issues in mathematics education which are relevant to the post-compulsory years. Teacher Candidates will develop pedagogical content knowledge for the effective teaching and learning of Years 11-12 mathematics. They will consider the provision of mathematics and numeracy for all school students, including in vocational education and post-compulsory education.
Teacher Candidates will consider curriculum resources for senior secondary mathematics, assessment, use of digital learning technologies, use of school and state-wide data to improve school students’ learning, and the provision of a balanced curriculum incorporating concepts, skills, applications, modelling and problem solving. There will also be consideration of how teaching activities can be designed to develop students’ capacity to analyse, investigate and model a variety of contexts and to solve practical and theoretical problems.
Teacher Candidates will consider research evidence related to key issues of teaching mathematics, such as the role of digital learning technologies, equity, individual differences, school student learning in particular topics, the need for computational fluency, and the role of statistical literacy.
Intended learning outcomes
On completion of this subject teacher candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Demonstrate knowledge of the years 11-12 mathematics curriculum (Graduate Standards 2.1, 2.2, 2.5, 3.1, 3.2, 3.3)
- Demonstrate knowledge of issues and research related to mathematics education (Graduate Standards 1.2, 1.5, 2.5, 3.6)
- Use resources, including digital learning technology, effectively in mathematics teaching (Graduate Standards 2.5, 2.6, 3.3, 3.4)
- Demonstrate knowledge of assessment practices at years 11-12 (Graduate Standards 2.5, 3.1, 3.2, 3.3, 5.1)
- Critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice of mathematics, including the creation of effective learning environments (Graduate Standards 1.2 & 2.1)
- Build understanding of how to design lesson plans and learning sequences appropriate to mathematics, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources (Graduate Standards 2.3 & 3.2)
- Understand how to set learning goals that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1)
- Build their capacity to select appropriate strategies to differentiate teaching in mathematics to meet specific needs of students, including digital technologies, literacy, numeracy understandings in order to engage and empower students in their learning (Graduate Standards 1.5, 2.5, 2.6, 3.3 & 3.4)
- Build skills in the evaluation of teaching programs relative to Mathematics subjects 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 in mathematics (Graduate Standards 5.1, 5.4)
This subject 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: 3 November 2022