Faculty of Education

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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12 points, SCA Band 1, 0.250 EFTSL

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

FacultyFaculty of Education
OfferedClayton First semester 2015 (Off-campus block of classes)
Coordinator(s)Professor Peter Sullivan


This unit is only offered to cohorts.
This unit examines the challenge of leading improvement in numeracy and mathematics teaching, which involves establishing possible goals for teaching, establishing relevant baselines, using evidence to inform planning and teaching, establishing interim targets, and considering processes for prompting and supporting teacher improvement. This includes examination of models of teaching mathematics and models of numeracy teacher learning and the challenges associated with the various models. In particular the E5 model for planning teaching and evaluating teaching mathematics and numeracy will be examined in detail and the ways that this can be used to inform teacher self-evaluation. The unit also includes the processes for gathering evidence about numeracy teaching and student learning, the processes for analysing such evidence and the techniques of preparing reports that can serve as an initiator of improvement.


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

  1. examine the nature of knowledge for teaching numeracy and mathematics and ways of defining and enhancing such knowledge
  2. explore processes for working with teachers that can allow critique of numeracy, mathematics and the ways these are learned
  3. develop strategies for working with teachers that have the effect of engaging them in numeracy learning while examining their own beliefs about numeracy and mathematics teaching
  4. gather and analyse evidence of numeracy learning
  5. consider the approaches and processes of whole school numeracy and mathematics plans.


Analytical report (4000 words, 50%)
Developmental project (4000 words, 50%)

Workload requirements

Minimum total expected workload equals 24 hours per week comprising:

(a.) Contact hours:

  • attendance at multiple teaching sessions

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)