6 points, SCA Band 1, 0.125 EFTSL
Postgraduate - Unit
Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.
- Second semester 2019 (On-campus)
Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach
This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5161).
This unit with(Mathematics education in the secondary years A) explores the teaching and learning of mathematics in secondary schools. The units introduce students to the language, methods and major ideas useful in mathematics teaching, and focus on content, pedagogy and the interrelationships between them. Students are provided with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools and refine their attitudes through reflecting on new and past experiences. The units prepare students to teach mathematics and consider the philosophy and evidence-based research that underpins their teaching. Students are encouraged to develop an understanding of the subject discipline's place within secondary schools, at both senior level (Years 11 and 12) in this unit and junior levels (Years 7 to 10) in . Together, the units emphasise a view of learning about teaching as an ongoing, collaborative inquiry that is developed through critical reflection and research on experience.
Upon successful completion of this unit students should be able to:
- acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of mathematics as a subject discipline in secondary schools in Australia and internationally
- translate conceptual ideas and processes about mathematics into classroom learning activities for students
- develop competence in planning and implementing lessons and units of work, including assessment strategies, that may be suitable for the diverse social and cultural backgrounds and experiences of students
- explore ways of facilitating students in their explorations of their own questions and investigations
- develop an understanding of a constructivist perspective on learning and its implications and a variety of assessment techniques available for use in mathematics education classrooms
- become sensitised to the real world of the learners in their classrooms and develop an appreciation for providing learning experiences that are meaningful to students
- develop, through experience and personal inquiry of a variety of learning and teaching strategies, a personal approach to teaching mathematics.
Analysis task (2000 words, 50%)
Inquiry-based task (2000 words, 50%)
Minimum total expected workload equals 144 hours per semester comprising:
- Contact hours for on-campus students:
- 2-3 contact hours per week
- Additional requirements
- independent study to make up the minimum required hours per week
See also Unit timetable information