No offerings have been identified for this subject in 2015
EMM206 Mathematics in the Primary School (8)
Abstract| This subject extends students' knowledge of investigative, play, language and reflective approaches to teaching and learning mathematics. Students will undertake learning through problem solving and investigation, and the subject will model positive, enjoyable, reflexive approaches to teaching 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. The subject will have a particular focus on pedagogies for Indigenous Australian education. |
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+ Subject Availability Modes and Location
Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EMM206
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | School of Education |
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Enrolment restrictions| Available only to students in the BEd (Early Childhood and Primary) and the Bachelor of Education (K-12 Middle Schooling) |
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Learning OutcomesUpon successful completion of this subject, students should:
-value mathematics and posses a sense of ownership of their own mathematics and a personal theoretical model of mathematics;
-have developed a personal theoretical model of mathematics education and a positive attitude to teaching and learning mathematics;
-demonstrate the capacity to listen and attend to what children say and do as they engage in mathematical tasks, knowing what to expect and considering social context including Indigenous knowledge;
-be able to access and understand a variety of teaching strategies relevant to children in the primary school;
-demonstrate clear ability to interact with children so that they can assess their understanding and provide the experiences and information needed to facilitate learning in all areas of mathematics: investigating number, space, measurement, understanding chance and utilising data, patterns and algebra;
-be able to use contexts, resources, syllabuses, policies, and ICTs to plan a sequence of learning experiences.
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SyllabusThe subject will cover the following topics:
-factors affecting children's understanding of mathematical concepts including cognitive, affective, linguistic and socio-cultural factors;
-teaching strategies for listening and attending to students and assessing students;
-investigating the big ideas of and activities that use mathematics - classifying, counting, designing, making, explaining, measuring, locating, and playing that utilise number, geometry, measurement, patterning, recording, mathematical symbols, reasoning and proportional reasoning;
-communicating mathematics, connecting ideas and argumentation in the mathematics classroom;
-the role of curriculum documents in providing guidelines on how children develop and learn mathematics;
-working with curriculum documents and other resources including ICTs to design a series of effective learning experiences to develop students' mathematical understanding;
-teaching mathematics to children with diverse needs;
-self-evaluation of mathematics and mathematics teaching and learning;
-social justice in the mathematics classroom and curriculum.
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The information contained in the 2015 CSU Handbook was accurate at the date of publication: 01 October 2015. The University reserves the right to vary the information at any time without notice.
