Faculty of Education

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This unit entry is for students who completed this unit in 2016 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.

Monash University

6 points, SCA Band 1, 0.125 EFTSL

Undergraduate - Unit

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




Dr Sarah Hopkins



  • Second semester 2016 (Day)


This is the third unit in a sequence of three units that builds students' knowledge, skills and attitudes for becoming effective teachers of primary school mathematics. There is a focus on content in the statistics and probability strand of the Australian Curriculum. Students consolidate and synthesise their learning to critically reflect on activities and approaches for developing understanding, fluency, problem-solving and reasoning capacities associated with chance, data representation and data presentation. Students engage with research on how students learn and develop strategies for addressing more complex learning needs, including differentiating learning tasks, setting challenging tasks for more able children, and designing authentic learning projects that promote integrated learning. Students also develop their own numeracy skills essential for being a teacher and locate sources of professional learning for teachers of mathematics.


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

  1. demonstrate and apply knowledge and understanding of the statistics and probability strand of the Australian Curriculum
  2. demonstrate competence with meeting the numeracy demands of the teaching profession including interpreting and using data and statistics
  3. design authentic learning projects with planned lesson sequences
  4. evaluate integrated learning projects in terms of mathematical proficiencies
  5. demonstrate knowledge and understanding of research into teaching strategies that are responsive to the needs of students from diverse backgrounds
  6. plan lessons for addressing more complex learning needs that involve differentiating tasks and setting challenging tasks
  7. plan learning experiences using open-ended mathematical investigations
  8. graphically present and analyse data using Excel and other digital devices.


Design an authentic task (2000 words, 50%)
Mathematical investigation (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

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

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study