edu5pmn primary maths
PRIMARY MATHS/NUMERACY
EDU5PMN
2019
Credit points: 15
Subject outline
In Maths/Numeracy students explore current approaches and strategies for primary level mathematics. By reflecting on prior mathematical experiences, examining current research and curriculum documents, students learn how to develop primary classrooms as mathematical communities, and how to develop mathematical logic, reasoning, conjecture, problem solving and invention. Students participate in structured experiences designed to expand their personal understanding and confidence in mathematics.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorRebecca Miles-Keogh
Available to Study Abroad StudentsYes
Subject year levelYear Level 5 - Masters
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites Students must be enrolled in either of the following courses in order to undertake this subject: Master of Teaching Primary (EMTCP, EMTCPB and EMTCPW), Master of Teaching (EMTP), Masters of Teaching Secondary (EMTCS, EMTCSB, EMTCSW)
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Teaching primary mathematics (5th edition) | Prescribed | Booker, G., Bond, D., Sparrow, L., & Swan P. (2014). | Pearson: Frenchs Forrest |
| Readings | Pearson illustrated maths dictionary (5th edition) | Prescribed | de Klerk, J., & Marasco, A. (2013) | Pearson: Frenchs Forrest |
| Readings | Maths terms and tables. | Recommended | Bana, J., & Swan, P. (2007) | RIC publications: Greenwood WA. |
| Readings | Teaching mathematics in primary schools. (2nd edition) | Recommended | Jorgensen R., & Dole S. (2011). | Allen and Unwin: Crows nest Australia. |
| Readings | Helping children learn mathematics | Recommended | Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., & Bennett, S. (2012) | Milton, Qld: Wiley & Sons Australia |
| Readings | Teaching mathematics: Foundations to middle years | Recommended | Siemon, D., Beswick, K. Brady, C. Clarke J., Faragher, R. (2012). | Oxford: Australia |
Graduate capabilities & intended learning outcomes
01. Demonstrate sound knowledge of relevant curriculum documents.
- Activities:
- Thinking & Working Mathematically Problem Solving
02. Utilise personal mathematical skills and knowledge to deal confidently and competently with daily life
- Activities:
- Past mathematical experiences Proportional reasoning
03. Develop pedagogical content knowledge that fosters the learning of mathematics in a variety of contexts.
- Activities:
- Big Ideas in Calculation Multiplicative Thinking
04. Demonstrate an understanding of how mathematics is taught in a variety of primary school settings and year levels.
- Activities:
- Big ideas in calculation Practical activities in all modules
05. Demonstrate an appreciation of the role of research and additional resources, including learning technologies, in supporting teaching
- Activities:
- Digital to teaching activity design
Subject options
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Albury-Wodonga, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorRebecca Miles-Keogh
Class requirements
Lecture/WorkshopWeek: 33 - 33
Two 7.0 hours lecture/workshop per study period on weekdays during the day from week 33 to week 33 and delivered via face-to-face.
Unscheduled Online ClassWeek: 31 - 43
One 3.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Essay developing a philosophical framework on the teaching of primary mathematics (3000 words) | This assessment will be scaffolded through the learning activities and readings planned for the unit | 50 | 01, 02, 03, 04, 05 |
| ICT presentation of mathematics conceptual focus (3000 words) | This assessment will be scaffolded through the learning activities and readings planned for the unit | 50 | 01, 02, 03, 04, 05 |
| Mathematics Competency Test | This hurdle task relates to the assessment and development of numeracy skills, which is required to graduate from this degree. Further information will be provided on the LMS. |
Bendigo, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorRebecca Miles-Keogh
Class requirements
Lecture/WorkshopWeek: 33 - 33
Two 7.0 hours lecture/workshop per study period on weekdays during the day from week 33 to week 33 and delivered via face-to-face.
Unscheduled Online ClassWeek: 31 - 43
One 3.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Essay developing a philosophical framework on the teaching of primary mathematics (3000 words) | This assessment will be scaffolded through the learning activities and readings planned for the unit | 50 | 01, 02, 03, 04, 05 |
| ICT presentation of mathematics conceptual focus (3000 words) | This assessment will be scaffolded through the learning activities and readings planned for the unit | 50 | 01, 02, 03, 04, 05 |
| Mathematics Competency Test | This hurdle task relates to the assessment and development of numeracy skills, which is required to graduate from this degree. Further information will be provided on the LMS. |
Melbourne, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorRebecca Miles-Keogh
Class requirements
Lecture/WorkshopWeek: 33 - 33
Two 7.0 hours lecture/workshop per study period on weekdays during the day from week 33 to week 33 and delivered via face-to-face.
Unscheduled Online ClassWeek: 31 - 43
One 3.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Essay developing a philosophical framework on the teaching of primary mathematics (3000 words) | This assessment will be scaffolded through the learning activities and readings planned for the unit | 50 | 01, 02, 03, 04, 05 |
| ICT presentation of mathematics conceptual focus (3000 words) | This assessment will be scaffolded through the learning activities and readings planned for the unit | 50 | 01, 02, 03, 04, 05 |
| Mathematics Competency Test | This hurdle task relates to the assessment and development of numeracy skills, which is required to graduate from this degree. Further information will be provided on the LMS. |