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Semester 1 (Early-Start)
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This subject provides an orientation to teaching Years 7-10 mathematics in Victorian schools. Teacher Candidates will develop pedagogical content knowledge for the effective teaching and learning of the following mathematics strands in the Victorian curriculum: Number and Algebra; Measurement and Geometry; Statistics and Probability. They will consider the proficiencies of understanding, fluency, problem solving, and reasoning.
Teacher Candidates will consider curriculum documents, lesson planning, classroom assessment of and for learning, effective use of resources (e.g. digital technologies, textbooks), and the provision of a balanced curriculum incorporating the four proficiencies above.
A research-informed analysis of school students’ mathematical understanding in selected topics in Years 7-10 mathematics will provide insight into teaching strategies to cater for school students’ individual differences and personalise their learning.
Teacher Candidates will consider important pedagogical issues for teaching Years 7-10 mathematics such as questioning, selection of good examples, representations and models of mathematical ideas. Teacher candidates will form an appreciation of exemplary mathematics teaching, and develop reflective mathematics teaching practices.
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.
- Begin to critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice in Years 7-10 mathematics, including the creation of effective learning environments (Graduate Standards 1.2, 2.1)
- Understand how to design lesson plans and learning sequences in Years 7-10 mathematics, 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 learning goals that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1)
- Show an understanding of how to select appropriate strategies to differentiate teaching in Years 7-10 mathematics 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 teaching programs relevant to in Years 7-10 mathematics in order to improve learning and to determine the effectiveness of strategies and resources (Graduate Standards 3.6)
- Introduce assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning in Years 7-10 mathematics (Graduate Standards 5.1 & 5.4)
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: 9 October 2020