EMM305 Numeracy for Teaching (8)
CSU Discipline Area: Curriculum Studies (CURIC)
Duration: One session
Abstract:
This subject extends students' view of mathematics to recognise its involvement in diverse situations and its importance in sustainability. Students' personal investigative, play, language and reflective approaches to learning and teaching mathematics across the curriculum will be considered. Students will engage in problem solving and investigation. The subject will model positive, enjoyable, reflexive, approaches to learning mathematics and establish argumentation as a way of socially constructing mathematical meaning. A constructivist and socio-cultural perspective of mathematics education underpins the approaches established for assessing school students and planning experiences for their learning, utilising curriculum documents and other resources. Indigenous Australian and cultural mathematical knowledge will be explored as a way of challenging students' understanding of mathematics.
+ Subject Availability Modes and Locations
| Session 2 | |
|---|---|
| Distance | Albury-Wodonga |
Continuing students should consult the SAL for current offering details: EMM305
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
Objectives:
Upon successful completion of this subject, students should:
-have a positive attitude to teaching and learning mathematics;
-have extended their personal theoretical models of mathematics education;
-be able to select suitable teaching strategies to provide students with learning experiences that will extend their knowledge;
-be able to report on students' achievements and record plans for extending students' engagement with and knowledge of mathematics within a diverse classroom;
- be competent in communicating mathematics, connecting ideas and argumentation in the mathematics classroom;
-be able to evaluate plans and reflect on their teaching to establish life-long learning of mathematics and mathematics education;
-recognise the social justice, Indigenous and gender issues related to mathematics, government policies and mandated curriculum;
-demonstrate the ability to plan a series of numeracy experiences across the curriculum that take account of social justice issues and contexts;
-be able to evaluate plans and reflect on their teaching to establish life-long learning of mathematics and mathematics education.
Syllabus:
The subject will cover the following topics:
-planning, executing and reporting authentic assessment; -evaluating their own and others' experiences in mathematics to evaluate the cognitive, affective, linguistic, and socio-cultural aspects of learning; -participating in, planning for, and organising learning experiences to establish argumentation of big ideas in mathematics including chance and data, space, number and measurement; -establishing a significant and relevant program by building on students' diversity in socio-cultural, linguistic, affective and cognitive aspects and taking account of social justice issues; -integrating technology in mathematics curriculum; -integrating mathematics across the curriculum; -evaluating curriculum, syllabuses, plans, and teaching strategies in terms of their impact on students.
The information contained in the 2013 CSU Handbook was accurate at the date of publication: 24 April 2013. The University reserves the right to vary the information at any time without notice.