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This subject extends and consolidates Teacher Candidates’ mathematical content knowledge and mathematical pedagogical content knowledge for the effective teaching and learning of Mathematics in Victorian Primary Schools. The content focus is Statistics and Probability, and Number and Algebra using the four proficiency strands from the Australian/Victorian Curricula.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 and practitioner literature related to selected key issues of teaching Statistics and Probability, and Number and Algebra (with a focus on Algebra and computational thinking). Teacher Candidates will learn to critically evaluate mathematics programs, resources and teaching strategies. They will review and critique approaches to unit planning and teaching resources. Teacher Candidates will examine tasks to develop critical statistical literacy skills. They will review assessment tools and approaches designed to achieve specific learning outcomes.Teacher Candidates will reference Victorian and Australian curriculum documents and resources when planning units of work, designing classroom assessment and implementing effective use of appropriate resources. Teacher Candidates will consolidate their skills in differentiating within the mathematics classroom and engage in the Clinical Teaching Model to target teaching to the needs of all students. By widening their appreciation of exemplary mathematics teaching, Teacher Candidates are expected to develop reflective mathematics teaching practices.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Display proficiency of the applicable Statistics and Probability and Number and Algebra topics and their everyday applications which are relevant to primary teaching or are necessary to be personally numerate.
- Elaborate and extend understanding of how children construct and communicate mathematical knowledge, skills and conceptual understanding.
- Select content and use a wide range of classroom teaching strategies and resources, including ICT and digital, technologies.
- Plan, organise, sequence, assess and evaluate learning programs and relate them to learning outcomes for all students.
- Evaluate assessment data and evidence for cohorts of students to make sound clinical judgments about teaching interventions and reflect on the impact of teaching on learning outcomes for all students.
- Design challenging learning goals that provide achievable challenges and support participation for all student and selects appropriate strategies to differentiate teaching to meet specific needs of all 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: 24 May 2023