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Learning Difficulties in Numeracy (EDUC90194)
Graduate courseworkPoints: 12.5Online and Dual-Delivery (Parkville)
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About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
July
July
Overview
Availability | July - Online July - Dual-Delivery |
---|---|
Fees | Look up fees |
Responsive teaching in numeracy is critical not only for sustainable learning, but also for the emotional and social wellbeing of learners with mathematics learning difficulties including dyscalculia. Evidence-based assessment and intervention enables practitioners to meet learners at their points of need and guides change for inclusive practices through multi-tiered systems of support.
This subject draws on developmental, cognitive and neurocognitive perspectives to examine learning difficulties in mathematics and implications for assessment, instruction, intervention, engagement and wellbeing of learners. Relevant diagnostic and instructional models are critiqued in terms of their theoretical bases, empirical support and implications for implementation. Specifically, an explicit structured approach using the concrete-representational-abstract model to build essential conceptual, procedural and declarative knowledge of mathematical concepts will be examined. Knowledge will be applied through practical assessment tasks using a clinical teaching approach within their own settings. The subject concludes with strategies for implementing change at a broader level to more effectively meet the needs of learners experiencing mathematics learning difficulties.
Intended learning outcomes
On completion of this subject, students should be able to:
- Examine the interrelationship between cognitive, emotional and social processes involved in teaching and learning mathematics, including mathematics anxiety.
- Identify characteristics, causes and consequences of different types of mathematics learning difficulties, including dyscalculia.
- Critically review the key theoretical frameworks and the evidence base underpinning assessment and intervention for learners experiencing mathematics learning difficulties.
- Administer and interpret evidence-based numeracy assessment tools/data to develop a learner profile and identify a learner's Zone of Proximal Development (ZPD).
- Evaluate different sources of evidence to design and implement robust numeracy instructional sequences for learners experiencing mathematics learning difficulties.
Generic skills
This subject will develop the following set of key transferable skills:
- Critical reasoning and thinking.
- Problem solving.
- Communication.
- Evidence based decision making.
- Creativity and innovation.
- Teamwork and professional collaboration.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
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
Description | Timing | Percentage |
---|---|---|
Group oral presentation on a numeracy intervention module (10 minutes per group)
| Early semester | 10% |
Assessment report on a case study learner
| Mid semester | 40% |
Intervention module designed for a case study learner
| During the examination period | 50% |
Hurdle requirement: A minimum of 75% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- July - Online
Principal coordinator Siobhan Merlo Mode of delivery Online Contact hours 24 hours of online asynchronous and synchronous contact Total time commitment 170 hours Teaching period 23 July 2022 to 18 September 2022 Last self-enrol date 3 August 2022 Census date 12 August 2022 Last date to withdraw without fail 23 September 2022 Assessment period ends 19 October 2022 July contact information
- July - Dual-Delivery
Coordinator Siobhan Merlo Mode of delivery Dual-Delivery (Parkville) Contact hours 24 hours of online synchronous and on campus contact Total time commitment 170 hours Teaching period 23 July 2022 to 18 September 2022 Last self-enrol date 3 August 2022 Census date 12 August 2022 Last date to withdraw without fail 23 September 2022 Assessment period ends 19 October 2022 July contact information
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
- Links to additional information
Melbourne Graduate School of Education: www.education.unimelb.edu.au
Last updated: 10 February 2024