Learning Difficulties in Numeracy (EDUC90194)

Graduate courseworkPoints: 12.5On Campus (Parkville) and Online

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Overview

Availability
Semester 2 (Early-Start) - On Campus
Semester 2 (Early-Start) - Online
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Responsive teaching in numeracy is critical not only for sustainable learning, but also for the emotional and social wellbeing of learners with mathematics learning difficulties including dyscalculia. Evidence-based assessment and intervention enables practitioners to meet learners at their points of need and guides change for inclusive practices through multi-tiered systems of support.

This subject draws on developmental, cognitive and neurocognitive perspectives to examine learning difficulties in mathematics and implications for assessment, instruction, intervention, engagement and wellbeing of learners.  Relevant diagnostic and instructional models are critiqued in terms of their theoretical bases, empirical support and implications for implementation. Specifically, an explicit structured approach using the concrete-representational-abstract model to build essential conceptual, procedural and declarative knowledge of mathematical concepts will be examined. Knowledge will be applied through practical assessment tasks using a clinical teaching approach within their own settings. The subject concludes with strategies for implementing change at a broader level to more effectively meet the needs of learners experiencing mathematics learning difficulties.

Intended learning outcomes

On completion of this subject, students should be able to:

  • Examine the interrelationship between cognitive, emotional and social processes involved in teaching and learning mathematics, including mathematics anxiety.
  • Identify characteristics, causes and consequences of different types of mathematics learning difficulties, including dyscalculia.
  • Critically review the key theoretical frameworks and the evidence base underpinning assessment and intervention for learners experiencing mathematics learning difficulties.
  • Administer and interpret evidence-based numeracy assessment tools/data to develop a learner profile and identify a learner's Zone of Proximal Development (ZPD).
  • Evaluate different sources of evidence to design and implement robust numeracy instructional sequences for learners experiencing mathematics learning difficulties.

Generic skills

This subject will develop the following set of key transferable skills:

  • Critical reasoning and thinking.
  • Problem solving.
  • Communication.
  • Evidence based decision making.
  • Creativity and innovation.
  • Teamwork and professional collaboration.

Last updated: 4 March 2025

Eligibility and requirements

Prerequisites

None

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: 4 March 2025

Assessment

DescriptionTimingPercentage

Group oral presentation on numeracy learning and teaching (10 minutes per group)

  • 500 words (equivalent)
Early semester10%

Assessment report on a case study learner

  • 2000 words
Mid semester40%

Intervention module designed for a case study learner

  • 2500 words
During the examination period50%
Hurdle requirement: A minimum of 75% 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 periodN/A

Last updated: 4 March 2025

Dates & times

  • Semester 2 (Early-Start) - On Campus
    Principal coordinatorKate Leigh
    Mode of deliveryOn Campus (Parkville)
    Contact hours24 hours of on campus and online synchronous contact
    Total time commitment170 hours
    Pre teaching start date18 July 2025
    Pre teaching requirementsDuring the preteaching period, students are required to engage with materials posted on the LMS
    Teaching period28 July 2025 to 26 October 2025
    Last self-enrol date25 July 2025
    Census date 1 September 2025
    Last date to withdraw without fail26 September 2025
    Assessment period ends21 November 2025

    Semester 2 (Early-Start) contact information

    kathryn.leigh@unimelb.edu.au

  • Semester 2 (Early-Start) - Online
    Principal coordinatorKate Leigh
    Mode of deliveryOnline
    Contact hours24 hours of online asynchronous and synchronous contact
    Total time commitment170 hours
    Pre teaching start date18 July 2025
    Pre teaching requirementsDuring the preteaching period, students are required to engage with materials posted on the LMS
    Teaching period28 July 2025 to 26 October 2025
    Last self-enrol date25 July 2025
    Census date 1 September 2025
    Last date to withdraw without fail26 September 2025
    Assessment period ends21 November 2025

    Semester 2 (Early-Start) contact information

    kathryn.leigh@unimelb.edu.au

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: 4 March 2025

Further information

Last updated: 4 March 2025