EDF3161 - Subject knowledge for teaching: Statistics and probability - 2017

6 points, SCA Band 2, 0.125 EFTSL

Undergraduate - Unit

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




Dr Karina Wilkie

Unit guides



  • First semester 2017 (Day)


This unit is framed around the importance of teachers having a rich, connected understanding of fundamental mathematics, particularly as it relates to statistics and probability. The core of the unit involves students working in groups on carefully selected mathematics problems that focus on the relationship between statistics and probability, and their practical relevance. Carefully chosen problems, together with whole-class discussion emerging from students' work on the problems, challenge students to develop a capacity to critically evaluate chance and data concepts, as well as statistical information, and be fluent in certain content and proficiency skills, definitions and vocabulary. Importantly, students are encouraged to view learning as supported by dialogue and to develop their own understandings through working with others' thinking on a topic. Students learn to communicate mathematical ideas effectively, using a range of media including information and communication technologies (ICTs).


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

  1. demonstrate knowledge and understanding of the concepts, substance and structure of the mathematical content underpinning statistics and probability in the primary school curriculum
  2. show awareness of how the concepts and structure of primary statistics and probability relate to the mathematics for secondary schooling and beyond
  3. demonstrate broad knowledge and understanding of the historical, political and cultural nature of statistics and probability, and how these relate to the mathematics education of students from diverse backgrounds, including immigrants and Aboriginal and Torres Strait Islanders
  4. demonstrate confident understanding of discipline content and competency as a creative mathematics learner who can foster these attributes in their own learners
  5. apply knowledge for teaching statistics and probability to practice.


Critical review of the literature on teaching statistics/probability (2000 words or equivalent per student, 50%)

Implementation of, and reflection on, a planned lesson focusing on statistics and probability concepts (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2 contact hours per week
  2. Additional requirements:
    • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

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