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Maths: Understanding & Fluency (11-12) (EDUC90865)
Graduate courseworkPoints: 12.5Not available in 2018
Overview
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This subject explores the pedagogical content knowledge for teaching Years 11 and 12 mathematics to develop students’ procedural fluency and conceptual understanding.
Participants will study research on issues associated with teaching and learning senior mathematics. They will also consider important pedagogical issues such as teacher questioning, selection of good examples and explanations, effective use of resources (e.g. technology and models) and formative assessment.
Links will be made between research into the teaching and learning of mathematics, and classroom practice.
Intended learning outcomes
At the completion of this subject, students should be able to
- identify pedagogical issues related to the teaching and learning of Years 11-12 mathematics
- identify conceptual hurdles in Years 11-12 mathematics and the importance of formative assessment for diagnosing students’ understanding and skills in order to inform teaching
- design teaching to promote deep mathematical understanding and challenge all students
- understand how the mathematical proficiencies of understanding and fluency may be developed in Years 11-12 mathematics
- critique Years 11-12 mathematics teaching resources in the light of research evidence
- choose and use technology appropriately and efficiently in mathematics teaching,
- develop students’ use of rigorous and mathematically correct language.
Generic skills
Graduates should develop the following generic skills:
- Be flexible and able to adapt to change through knowing how to learn
- Understand the significance of developing their practice on the basis of research evidence
- Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of change
- Work in teams with skills in cooperation, communication and negotiation
Last updated: 3 November 2022
Eligibility and requirements
Prerequisites
To enrol in this subject, you must be admitted in Professional Certificate in Mathematics Education. This subject is not available for students admitted in any other courses.
Corequisites
None
Non-allowed subjects
None
Recommended background knowledge
Qualified primary teacher
Mathematics content up to Year 12 level, or equivalent
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: 3 November 2022
Assessment
Additional details
- 2,500 word evaluating a school-assessed coursework task or equivalent task designed for Years 11-12 mathematics, due mid teaching period, (50%)
- 2,500 word essay on implications of research for teaching Year 11 – 12 mathematics, due at the end of the teaching period, (50%)
Hurdle Requirement: Participation in intensives, completion of all online tasks (including contribution to wikis, online discussion forums).
Last updated: 3 November 2022
Dates & times
Not available in 2018
Time commitment details
170 hours per 12.5 credit point subject
Last updated: 3 November 2022
Further information
- Texts
Prescribed texts
Nil
- Related Handbook entries
This subject contributes to the following:
Type Name Course Professional Certificate in Mathematics Education (Years 11-12) - Links to additional information
Last updated: 3 November 2022