EDF5832 · Primary mathematics 2

Overview

This unit focuses on the role and nature of mathematics education in primary schools, with a focus on Year 4 to Year 6 and the transition to secondary education. You will develop a critical understanding of student-centred inclusive teaching approaches so you are able to design learning sequences, informed by current local and international research, to maximise learning for all children. You will use and evaluate diagnostic and formative assessment strategies so you can report learning outcomes and plan appropriate learning experiences. You will explore how mathematics can be taught using inquiry-based approaches to encourage positive dispositions, curiosity and engagement, and how mathematical learning might be facilitated by the appropriate use of digital technologies. The role of numeracy across the curriculum and strategies for teaching numeracy will also be investigated.

Offerings

The Handbook publishes no offerings for this unit.

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 mathematical knowledge for teaching including pedagogical content knowledge and horizon knowledge
2. demonstrate understanding of Australian and Victorian mathematics curricula, including each mathematical proficiency: understanding, fluency, problem solving and reasoning
3. transform the intended learning of the primary mathematics curriculum into effective lessons that encourage positive dispositions, curiosity and engagement, including use of digital technologies to expand learning opportunities for learners
4. build connections between mathematics concepts and sequence lessons to support students’ on-going learning, assess their progress and report learning outcomes
5. anticipate student responses and solutions to learning activities and tasks, and plan to avoid and overcome student misconceptions
6. explain the meanings of mathematics and develop strategies for teaching numeracy in other subjects and students’ everyday environments
7. critically evaluate the mathematics research evidence-base to recommend effective approaches for student-centred inclusive mathematics teaching that is relevant for the 21st century.

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.