EDF5161 · Mathematics education in the secondary years A

Overview

This unit, along with EDF5162 Mathematics education in the secondary years B, explores the teaching and learning of mathematics in secondary schools. The units introduce you to the language, approaches, and key big ideas important in mathematics education, with a focus on content, pedagogy, and the interrelationships between them. You will be provided with opportunities to develop your mathematics content knowledge and pedagogical expertise for teaching at secondary levels. You will be encouraged to reflect on past and new experiences to inform and transform your perspectives on teaching practices that are engaging, effective, and inclusive. The units give you opportunities to investigate theoretical and empirical literature to appreciate important philosophical ideas and evidence-based research foundational to mathematics education. This unit focuses on learning to teach Years 7-10 mathematics and EDF5162 focuses on the senior secondary years (Years 11 and 12). Together, the units emphasise a view of learning about teaching as ongoing collaborative inquiry that is nurtured through research, critical analysis, creative thinking, and innovative action.

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

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. demonstrate deep pedagogical content knowledge for planning and implementing effective teaching approaches for secondary school mathematics in Australian and international contexts
2. research, develop, and create engaging and conceptually rich learning experiences for Years 7 to 10 secondary mathematics students
3. use critical and creative thinking to investigate and plan with evidenced-based teaching and assessment practices that are inclusive of all learners in a range of contexts
4. demonstrate an understanding of the developmental progression of mathematics concepts in curriculum and research literature and the variety of mathematics assessment strategies effective at secondary levels
5. demonstrate highly effective communication and interpersonal skills in working collaboratively with others
6. demonstrate ability to transform information from a variety of sources to make informed judgements and evidence ethical, reflective practice.

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.