units

EDF5713

Faculty of Education

18 September 2017 22 November 2024
Monash University

Postgraduate - Unit

This unit entry is for students who completed this unit in 2014 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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelPostgraduate
FacultyFaculty of Education
OfferedBerwick First semester 2014 (Day)
Peninsula First semester 2014 (Day)
Peninsula First semester 2014 (Off-campus)
Coordinator(s)Dr Annie Mitchell (Berwick); Dr Jill Cheeseman (Peninsula, Day); Dr Wee Tiong Seah Peninsula, Off-campus)

Notes

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

Synopsis

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.

Outcomes

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

Annotated bibliography (2000 words, 50%)
Lesson planning task (2000 words, 50%)

Chief examiner(s)

Dr Annie Mitchell

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2-3 contact hours per week

(b.) Additional requirements

  • self-directed study per week to make up the required minimum hours