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Semester 2 - Dual-Delivery
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This subject further develops Teacher Candidates’ mathematical content knowledge and mathematical pedagogical content knowledge for effective teaching and learning of Mathematics in Victorian Primary Schools. The content focus is Measurement and Geometry using the four proficiency strands from the Australian/Victorian Curricula. Teacher Candidates will analyse the development of key concepts in Measurement and Geometry. Within this strand, Teacher 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 consider research evidence related to selected key issues of teaching Measurement and Geometry and examine tasks designed to achieve specific learning outcomes in this strand. They will examine cognitive and affective characteristics of mathematics classrooms that encourage deep learning in these content areas and understanding of the four proficiencies will be consolidated. Teacher Candidates will reference Victorian and Australian curriculum documents and resources when planning sequenced lessons. They will explore important pedagogical issues including the selection of good examples, use of non-examples, and representations of mathematical concepts. Teacher Candidates will explore how to apply models to differentiate in the mathematics classroom and engage in the Clinical Teaching Model to target teaching to groups of students.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Display proficiency of the applicable Measurement and Geometry topics and their everyday applications which are relevant to primary teaching or are necessary to be personally numerate.
- Apply knowledge to develop children's construction of mathematical concepts, skills and understanding.
- Develop a growing range of classroom teaching strategies and resources, including the use of ICT for all students, to manage classroom activity and to promote effective classroom communication.
- Plan, structure, assess, sequence and evaluate teaching programs and relate them to learning outcomes.
- Analyse assessment data and evidence for a small group of students to make sound clinical judgments about teaching interventions and reflect on the impact of teaching on learning outcomes.
- Set learning goals that provide achievable challenges for a small group of students and select appropriate strategies to differentiate teaching to meet specific needs of those students.
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: 29 July 2022