EDF5017 - Numeracy for learners and teachers - 2018

In this unit students learn about the relationship between numeracy and mathematics as it applies to both learners and teachers. Being numerate is an expected outcome of schooling; everyone, as an informed citizen, needs to deal with the numeracy demands within everyday life, work and education contexts. The implications of this for learners and teachers are examined. Students explore the numeracy demands embedded across the school curriculum in a range of relevant contexts at all school levels, as well as within disciplines. To be numerate, individuals need to draw upon a wide range of mathematical knowledge, skills and concepts. Students encounter these mathematical concepts and engage with the various dimensions of numeracy: measurement, mathematical literacy (dealing with basic number skills), statistical literacy, financial literacy, and spatial/geometrical literacy. Relevant curricular examples that encompass these dimensions of numeracy are encountered and students reflect on pertinent teaching approaches to engage students in such tasks. Students also consider the school as the workplace of teachers, and explore the breadth of numeracy demands on teachers and the confidence, knowledge and skills needed to deal with them, including the use of digital tools. Examples include the interpretation of student achievement and other statistical data to guide pedagogical practices and improve learning outcomes, and financial aspects of school management. Students have opportunities to recognise and build on their own mathematical competencies.

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

1. understand how numeracy and mathematics are interrelated
2. identify the numeracy demands within discipline areas, across the curriculum, and in the school as a workplace
3. identify the numeracy demands of everyday life across families, cultures, workplaces and educational settings
4. develop appropriate learning tasks for students that address the numeracy challenges embedded in the curriculum
5. interpret statistical and other numerical data to improve teaching and learning
6. use digital and other tools effectively to engage with curricular and workplace numeracy
7. demonstrate personal mathematical competencies to meet curricular and workplace numeracy challenges.

Tasks exploring numeracy-related issues (2000 words equivalent, 50%)

Critical reflections on the numeracy demands of the curriculum and of the school as a workplace (total 2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years and primary education

Primary education

Primary and secondary education

Secondary education