No offerings have been identified for this subject in 2015
EMM415 Inquiry into the Teaching of Mathematics (8)
Abstract|
This final subject encourages students to develop a strong philosophy of mathematics education based on an ecocultural perspective of mathematics and mathematics education that takes account of diversity. The subject integrates this social justice theoretical perspective with practice through carefully designed assessment tasks. The students will plan an inquiry into teaching that takes account of this perspective in planning for teaching. The emphasis in mathematics education is on proficiencies and relevance for the student in an ecocultural context. |
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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: EMM415
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 Teacher Education |
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| Incompatible subject(s) |
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| EMM206 EMM209 EMM305 EMM310 |
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Learning OutcomesUpon successful completion of this subject, students should:
- be able to articulate the rich view of mathematics as mathematical proficiencies with content related to the immediate family and culture of the child;
- be able to provide examples of strategies for teaching that take into account social justice and the importance of recognising how gender, multilingual and multicultural communities, and SES backgrounds;
- be able to plan appropriate learning experiences and appropriate sequences and contexts for learning;
- be able to develop quality authentic approaches to assessing and reporting students' learning of mathematics;
- be able to document appropriate ways of evaluating their teaching.
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SyllabusThe subject will cover the following topics:
- Multicultural classrooms in mathematics education
- Indigenous mathematics education
- Ecocultural impacts on mathematics education
- Gender issues in mathematics education
- Developing a cohesive philosophy and practice in mathematics education
- Inquiry goals and epistemology
- Developing a series of learning experiences
- Assessing students' learning
- Recording and reporting learning
- Evaluation in their inquiry of their practice
- Mathematics across the curriculum
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The information contained in the 2015 CSU Handbook was accurate at the date of publication: 10 December 2014. The University reserves the right to vary the information at any time without notice.
