Handbook home
Mathematics: Building Teacher Capacity (EDUC90947)
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 |
---|---|
Fees | Look up fees |
This subject will address quality teaching in mathematics and numeracy from theoretical, empirical and practical perspectives drawing on local and international studies such as TIMSS and The Learner’s Perspective Study. This subject will also provide participants with knowledge, skills and dispositions to build teacher capacity in their own school and thereby improve numeracy outcomes for all students. Participants will explore and use specific strategies, such as coaching, lesson study and instructional rounds.
Intended learning outcomes
On completion of this subject students should be able to:
- Understand and apply knowledge of current theory and research regarding knowledge required for teaching mathematics;
- Understand, apply and critique theories of instruction relevant to the teaching of mathematics;
- Understand and demonstrate familiarity with local and international research into mathematics teaching;
- Understand and evaluate classroom activities and teaching actions that illustrate different aspects of quality mathematics teaching; and
- Demonstrate familiarity with a variety of approaches to teacher professional development and analyse and evaluate, as a result of a trial in a school, the relative merits of these approaches for the promotion of quality mathematics teaching.
Generic skills
- Critical thinking and reasoning Problem solving Communication Evidence based decision making Creativity and innovation Teamwork and professional collaboration Self-reflection, career awareness and lifelong learning
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
Disallowed subject:
EDUC90617 Mathematics: Quality Teaching
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
- Theoretical paper (2,500 words), due mid semester (50%)
- Practical report (2,500 words), due end of semester (50%)
Hurdle requirements:
- Minimum 80% attendance at all tutorials, seminars and workshops
Last updated: 10 February 2024
Dates & times
- July
Principal coordinator Wee Tiong Seah Mode of delivery On Campus (Parkville) Contact hours 24 Total time commitment 170 hours Teaching period 30 July 2019 to 15 October 2019 Last self-enrol date 14 August 2019 Census date 23 August 2019 Last date to withdraw without fail 20 September 2019 Assessment period ends 27 October 2019 July contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.
Last updated: 10 February 2024