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Mathematics Education: Primary 3 (EDUC91086)
Graduate courseworkPoints: 12.5On Campus (Parkville)
To learn more, visit 2023 Course and subject delivery.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 1
Overview
Availability | Semester 1 |
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Fees | Look up fees |
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.
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 |
---|---|---|---|
EDUC91084 | Mathematics Education: Primary 2 | Semester 2 (On Campus - 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 |
---|---|---|
Unit Plan: A unit of work for a Statistics or Probability topic
| Mid semester | 60% |
Examination: Assesses students' knowledge and understanding of mathematical content knowledge and pedagogical content knowledge (Equivalent to 2000 Words)
| 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
- Semester 1
Coordinator Kate Copping Mode of delivery On Campus (Parkville) Contact hours 24 hours (21 hours on-campus classes, 3 hours online asynchronous activities) Total time commitment 170 hours Teaching period 27 February 2023 to 28 May 2023 Last self-enrol date 10 March 2023 Census date 31 March 2023 Last date to withdraw without fail 5 May 2023 Assessment period ends 23 June 2023 Semester 1 contact information
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
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 (Primary) - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024