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Mathematics: Primary 1 (EDUC91073)
Graduate courseworkPoints: 12.5Not available in 2022
From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
To learn more, visit COVID-19 course and subject delivery.
Overview
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This subject provides an orientation to teaching mathematics in Victorian primary schools. Teacher Candidates will develop mathematical content knowledge and mathematical pedagogical content knowledge for the effective teaching and learning of Number and Algebra using the four proficiency strands from the Australian/Victorian Early Years Learning and Development Frameworks and Curricula. Teacher Candidates will analyse the development of key concepts in primary mathematics and identify critical progression points for children’s learning. They will consider children’s conceptual development of Number and Algebra constructs.
Teacher Candidates will be introduced to assessment tools for children’s understanding to improve school students’ learning in the content strand Number and Algebra. Teacher Candidates will reference Victorian and Australian curriculum documents and resources when lesson planning, administering classroom assessment and implementing effective teaching strategies. Teacher Candidates will consider important pedagogical issues such as: use of resources, models of mathematical concepts, as well as explicit teaching and questioning. Teacher Candidates will explore how to differentiate in the mathematics classroom and engage in the Clinical Teaching Model to target teaching to differing needs of students.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Display proficiency of the applicable Number and Algebra topics and their everyday applications which are relevant to primary teaching or are necessary to be personally numerate.
- Understand how children construct mathematical knowledge, skills and conceptual understanding in Number and Algebra.
- Uses a range of classroom resources, including ICT, for teaching Number and Algebra, using teaching strategies that support managing classroom activities and promoting effective classroom communication.
- Plan, structure, sequence and evaluate Number and Algebra topics, developing teaching strategies and relating them to learning outcomes in response to all students' needs.
- Use, analyse and critique assessment tools and data and evidence to make sound clinical judgments about teaching interventions for individual students and reflect on the impact of teaching on learning outcomes.
- Set learning goals that provide achievable challenges for individual students and select appropriate strategies to differentiate teaching to meet specific needs of those students.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- 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.
- Ethical and intercultural understanding.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91066 | Numeracy: Birth to 8 Years | Semester 2 (Dual-Delivery - Parkville) |
12.5 |
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 |
---|---|---|
Report: Analyse an assessment tool and interpret student data
| Mid semester | 40% |
Essay: Identify and address a point of need
| Late Semester | 20% |
Examination: Assess knowledge and understanding of mathematical and pedagogical content knowledge
| During the examination period | 40% |
SMART tests requirement and content knowledge quizzes Hurdle requirement: All tests and quizzes must be completed with attainment of a minimum 80% score by the end of the teaching period (tests/quizzes may be retaken until 80% is achieved). | Throughout the teaching period | N/A |
Attendance Hurdle requirement: A minimum of 80% 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
Not available in 2022
Time commitment details
Total time commitment: 170 hours. Contact hours: 24 hours (8 x 1 hour asynchronous online lectures and 8 x 2 hour on-campus workshops).
Additional delivery details
This subject will be available in Semester 1, 2023.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Van de Walle, J., Karp, K., Bay-Williams, J., Brass, A., Bentley, B., Ferguson, S., Goff, W., Livy, S., Marshman, M., Martin, D., Pearn, C., Prodromou, T., Symons, D., Wilkie, K., & Wray, J. (2019). Primary and middle years mathematics: Teaching developmentally (1st Australian ed.). Pearson Education Australia.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood and Primary) - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024