Teaching Number (7-10) (EDUC91033)
Graduate courseworkPoints: 12.5Not available in 2025
About this subject
Overview
| Fees | Look up fees |
|---|
This subject explores the content and pedagogical content knowledge needed to teach Number in the Number and Algebra strand in Years 7-10 Mathematics, including number and place value, fractions, decimals, real numbers, money and financial arithmetic. The role of multiplicative reasoning in both Number and across the curriculum will be emphasised. Current challenges, issues and opportunities in teaching Number will be addressed.
Participants will study research on students’ mathematical understanding and effective teaching methods. Methods of identifying learners’ special needs and differentiating teaching will be a focus. Research and practice on promoting conceptual change through cognitive conflict and targeted discussion will be reviewed. Development of the proficiencies of fluency, understanding, reasoning and problem solving will be considered in the context of Number. Practical teaching tasks will complement theory.
Intended learning outcomes
On completion of this subject, students should be able to:
- Demonstrate Pedagogical Content Knowledge (PCK) for teaching Number across Years 7-10 mathematics
- Critically evaluate and reflect on research related to students' learning in Number
- Select appropriate teaching strategies to differentiate teaching in Years 7-10 mathematics to meet specific needs of students
- Be able to design lesson plans and learning sequences in Years 7-10 Number
- Use and interpret formative assessment data to diagnose students' understanding in Number
Generic skills
- Evidence based decision making
- Creativity and innovation
- Learning to learn and metacognition
- Reflection for continuous improvement
- Linking theory and practice
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
Admission into the GC-MTHED10 Graduate Certificate in Mathematics Education (Years 7-10)
Corequisites
None
Non-allowed subjects
EDUC90670 Teaching Number (no longer offered)
Recommended background knowledge
Qualified secondary teacher; and
Mathematics content up to Year 10 level, or equivalent.
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
| Description | Timing | Percentage |
|---|---|---|
Report: Student responses to assessment
| Mid-teaching period | 50% |
Essay: Intervention with individual student or small group of students
| End of the teaching period | 50% |
| Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops | Throughout the teaching period | N/A |
Last updated: 4 March 2025
Dates & times
Not available in 2025
Time commitment details
170 hours
Last updated: 4 March 2025
Further information
- Texts
- Related Handbook entries
This subject contributes to the following:
Type Name Course Graduate Certificate in Mathematics Education (Years 7-10)
Last updated: 4 March 2025