Faculty of Education

Monash University

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.

FacultyFaculty of Education
OfferedBerwick First semester 2013 (Day)
Gippsland First semester 2013 (Day)
Gippsland First semester 2013 (Off-campus)
Peninsula First semester 2013 (Day)
Coordinator(s)Dr Annie Mitchell (Berwick); Dr Tasos Barkatsas (Gippsland); Professor Mike Askew (Peninsula)


This unit is Part A of a two-part unit and must be taken in conjunction with Part B (EDF5714).


This unit focuses on the role and nature of mathematics in schools and develops in students a critical understanding of the societal and cultural diversity that surrounds and informs teaching. It investigates how numeracy is explicit and implicit in the creation of an inclusive curriculum and the impact of international testing of numeracy/mathematics teaching.
Students develop knowledge, skills and attitudes about teaching and learning in school mathematics, informed by educational research and policy, both locally and internationally. They examine how mathematical learning might be facilitated by the appropriate harnessing of learning technologies and calculators, and the impact of affective (eg motivation and engagement) and sociocultural (eg socioeconomic status, ethnicity) factors.
The personal numeracy required to critically engage with data about schooling and education is also addressed.


Upon successful completion of the unit, students should be able to:

  1. develop their understanding of key concepts in primary school mathematics and numeracy teaching, including the difference between numeracy and mathematics
  2. examine personal assumptions about teaching and learning, reflecting upon contemporary discussions in the research, professional and societal communities
  3. plan for effective teaching that supports children's learning
  4. assess authentically, efficiently and effectively children's mathematics and numeracy learning using a range of techniques
  5. use and integrate learning technologies (including calculators, interactive whiteboards and tablets) in teaching
  6. demonstrate an awareness and understanding of the relationship between teacher attitudes and beliefs and how they influence student engagement
  7. develop personal numeracy and statistical literacy.


Assessment task 1.Annotated bibliography (2000 words, 50%)
Assessment task 2.Lesson planning task (2000 words, 50%)

Chief examiner(s)

Contact hours

Average per week of 2 - 3 hours contact plus approximately 15 hours in self-directed study.