EDF3067 · Mathematics 2

Overview

In this unit you will develop student-centred inclusive approaches for teaching mathematics in Foundation to Year 6, with a particular focus on the Geometry and Measurement strand and the Probability and Statistics strand. You will develop a critical understanding of effective teaching practices so you are able to design learning sequences, informed by current research, to maximise learning for all children. You will use formative assessment strategies so you can plan appropriate learning experiences and construct summative assessments, with marking guides and rubrics, for assessing children’s learning. You will also investigate a topic of personal interest using publicly available databases and experience first-hand how mathematics can be taught using inquiry-based approaches to encourage positive dispositions, curiosity and engagement.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. demonstrate knowledge and understanding of the Geometry and Measurement strand
2. locate and modify a variety of quality mathematics teaching resources
3. synthesise and apply research findings on the effective teaching and learning of mathematics
4. design a sequence of lessons that includes strategies to promote mathematical proficiencies (understanding, fluency, problem solving and reasoning capacities)
5. use well designed questions and tasks to inform teaching and assessment
6. consider how learning experiences and lessons can be sequenced to promote quality learning
7. demonstrate knowledge and understanding of the Probability and Statistics strand
8. represent and interpret data to investigate a topic of interest.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.