Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location in first half year 2021.
Semester 2 (Early-Start)
|Fees||Look up fees|
This subject supports Teacher Candidates to develop pedagogical content knowledge for the effective teaching and learning of the following mathematics strands from Foundation to Level 7:
- Content Strand: Measurement and Geometry
- Proficiencies: Understanding, Fluency, Problem Solving, Reasoning.
Within this content strand, Teacher Candidates will critically analyse the development of key concepts in primary mathematics and identify critical progression points for children’s learning. They will consider typical conceptions and misconceptions held by children, their likely causes, diagnostic tools to diagnose them and teaching strategies for addressing them. Teacher Candidates will review and critique resources for teaching Measurement and Geometry in primary mathematics and examine tasks designed to achieve specific learning outcomes in this strand.
Teacher Candidates will consider research evidence related to select key issues for teaching Measurement and Geometry. They will examine cognitive and affective characteristics of mathematics classrooms that encourage deep learning in these content areas and in the proficiencies.
The links between mathematics and language will be examined, including a focus on strategies and resources for teaching those for whom English is a second language. Teacher Candidates will examine indigenous artwork for evidence of symmetry. They will examine the current Scope and Sequence (Victorian Curriculum: Mathematics) and relate this to various developmental pathways in the primary years.
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 mastery of the topics and their everyday applications which are relevant to primary teaching or are necessary to be personally numerate (Graduate Standards 2.1, 2.3, 2.5, 6.1, 6.2)
- Demonstrate a deep understanding of how all children construct mathematical knowledge (Graduate Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6)
- Demonstrate expert knowledge of a range of classroom teaching techniques and resources, including the use of ICT (Graduate Standards 2.6, 3.3, 3.4, 3.5, 4.2, 4.5)
- Demonstrate expert knowledge of how children think and learn (Graduate Standards 1.1, 1.2, 3.5, 4.3)
- Demonstrate an outstanding ability to develop teaching activities and relate them to learning outcomes that cater for a diverse range of students (Graduate Standards 3.1, 3.2, 3.3, 3.4)
- Effectively engage students, parents, community members, and professional colleagues to support student learning and development (Graduate Standards 3.1, 3.7, 4.1, 4.2, 4.5, 7.3, 7.4)
- Demonstrate an understanding of the mathematics underpinning certain aspects of indigenous culture (Graduate Standards 1.4, 2.4)
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: 11 February 2021