Faculty of Education

Monash University

Undergraduate, Postgraduate - Unit

This unit entry is for students who completed this unit in 2013 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 1, 0.125 EFTSL

To find units available for enrolment in the current year, you must make sure you use the indexes and browse unit tool in the current edition of the Handbook.

LevelUndergraduate, Postgraduate
FacultyFaculty of Education
OfferedGippsland First semester 2013 (Day)
Peninsula First semester 2013 (Day)
Gippsland Second semester 2013 (Day)
Peninsula Second semester 2013 (Day)
Coordinator(s)Dr Tasos Barkatsas (Gippsland); Dr Wee Tiong Seah (Peninsula)


This unit extends students' knowledge, skills and dispositions relating to early years numeracy, to the exploration of different pedagogical approaches and strategies in the teaching of mathematics and numeracy to primary school children, including those in the middle years. It provides students with opportunities to engage in critical readings, hands-on exercises and discussions of teaching and learning different mathematical topics. There will be an emphasis on students interrogating their understanding and honing their skills in facilitating children learning in a variety of sociocultural and educational contexts, such as learning technologies, mixed abilities, learning disabilities, and creative assessment. Particular emphasis will be placed on topics related to chance and data, and measurement. These activities will be informed by current educational research and policy, both locally and internationally.


Upon successful completion of this unit students should be able to:

  1. identify key concepts in primary mathematics and numeracy pedagogy;
  2. understand how sociocultural, political and educational contexts underlie, facilitate and impede children learning of primary mathematics and numeracy;
  3. evaluate personal professional assumptions about teaching and learning primary mathematics and numeracy;
  4. plan for the effective deployment of appropriate pedagogical strategies to support children's learning against current-day, multiple contexts; and
  5. assess authentically, efficiently and effectively the extent of children's mathematics and numeracy learning.


Assessment task 1: A critical analysis of a selected pedagogical context or issue in numeracy education, informed by relevant research and guided by personal professional experience.(2,000 words, 50%)
Assessment task 2: A reflective examination of the ways in which relevant sociocultural, political and educational contexts have been negotiated in the development of a chosen numeracy unit. (2,000 words, 50%)

Chief examiner(s)


EDF1204, EDF5116, EDF4104