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Primary Mathematics Education3 Extension (EDUC90835)
Graduate courseworkPoints: 6.25Dual-Delivery (Parkville)
From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
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About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 2 (Early-Start)
Overview
Availability | Semester 2 (Early-Start) - Dual-Delivery |
---|---|
Fees | Look up fees |
This subject will develop Teacher Candidates’ pedagogical content knowledge for the effective teaching and learning of the following mathematics content and proficiency strands from Foundation to Level 6:
- Content Strand: Statistics and Probability
- Proficiencies: Understanding, Fluency, Problem Solving, Reasoning.
Within this content strand, Candidates will 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 changing them.
Teacher Candidates will learn to critically evaluate mathematics programs, materials and teaching methods. Teacher Candidates will develop a mathematics unit in Statistics and Probability for use in primary mathematics classrooms.
Candidates will consider research evidence related to selected key issues of teaching Statistics and Probability. They will examine cognitive and affective characteristics of mathematics classrooms that encourage deep learning in these content areas and in the proficiency strands.
Candidates will be assisted to develop leadership skills to enable them to become future leaders of mathematics/numeracy in their future careers.
Intended learning outcomes
On completion of this subject, with respect to the strands above, Teacher Candidates will be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Demonstrate a deep understanding of how children construct mathematical knowledge (Graduate Standard 1.2)
- Demonstrate expert knowledge of a range of classroom teaching techniques (Graduate Standards 1.5, 2.1)
- Demonstrate expert knowledge of how children think and learn (Graduate Standards 1.1, 1.2, 2.3, 2.5)
- Demonstrate an outstanding ability to develop teaching activities and relate them to learning outcomes that cater for a diverse range of students (Graduate Standards 1.3, 1.5, 1.6, 3.4)
- Demonstrate understanding of alternative approaches to the teaching of mathematics across a primary school (Graduate Standards 3.2, 3.3)
- Critically evaluate mathematics programs, materials and teaching methods 3.6
- Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning (Graduate Standard 3.4)
- Demonstrate an ability to develop a mathematics unit for use in primary classrooms (Graduate Standards 3.2, 3.3, 3.4, 3.6)
Generic skills
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: 10 February 2024
Eligibility and requirements
Prerequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90834 | Primary Mathematics Education2 Extension | No longer available |
Corequisites
None
Non-allowed subjects
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90776 | Primary Mathematics Education 3 | Semester 2 (Early-Start) (Dual-Delivery - Parkville) |
6.25 |
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 |
---|---|---|
An Essay
| Mid semester | 60% |
A content strand continuum
| End of semester | 40% |
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 2 (Early-Start)
Principal coordinator Kate Copping Mode of delivery Dual-Delivery (Parkville) Contact hours 18 hours Total time commitment 85 hours Teaching period 18 July 2022 to 23 October 2022 Last self-enrol date 29 July 2022 Census date 31 August 2022 Last date to withdraw without fail 23 September 2022 Assessment period ends 18 November 2022 Semester 2 (Early-Start) contact information
Time commitment details
85 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Van de Walle, J., Karp, K., Bay-Williams, J., Brass, A., Bently, B., Ferguson, S., Wilkie, K. (2019). Primary and Middle Years Mathematics: Teaching Developmentally. (1st ed.) Melbourne Vic Australia: Pearson.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Primary)
Last updated: 10 February 2024