units

EDF5714

Faculty of Education

18 September 2017 22 November 2024
Monash University

Postgraduate - Unit

This unit entry is for students who completed this unit in 2015 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.

LevelPostgraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Peninsula Second semester 2015 (Online)
Coordinator(s)Mrs Penelope Kalogeropoulos (Peninsula, Online)

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5713).

Synopsis

This unit builds on the foundations laid in EDF5713 Mathematics, numeracy and learner engagement A, in deepening understanding of how the role and nature of mathematics in schools 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. This unit addresses current understandings and practices related to differentiated curricula that engage students with diverse intellectual, emotional and social abilities. It also examines the cognitive mechanisms that relate to learning disabilities, and to gifted/talented learning. Students also further develop the personal numeracy required to critically engage with data about schooling and education.

Outcomes

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

  1. extend their understanding of key concepts in primary school mathematics and numeracy teaching, including the difference between numeracy and mathematics
  2. understand the diversity that surrounds and embeds teaching and learning in educational settings and demonstrate how this is linked to student motivation, engagement and achievement
  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. describe key principles of an inclusive approach to teaching and learning and how these relate to mathematics and numeracy across the curriculum
  8. further develop personal numeracy and statistical literacy.

Assessment

Teaching activity (2000 words equivalent, 50%)
Research task (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

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

  • 1-hour lectures
  • 2-hour tutorials

(b.) Additional requirements

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

See also Unit timetable information

Chief examiner(s)

Mrs Penelope Kalogeropoulos

Prerequisites

EDF5713