EEB437 Teaching Numeracy in Adult and Vocational Education (8)

This subject employs the central concepts, modes of enquiry, and structure of the content of numeracy to enable students to develop teaching and assessment strategies in Adult and Vocational Education contexts. Students will critically analyse the numeracy demands associated with the study of Adult and Vocational Education and apply numeracy concepts to their teaching in ways that are relevant, effective and meaningful for learners.

Availability

Session 2 (60)
Online
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EEB437. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System

HD/FL

Duration

One session

School

School of Education

Enrolment Restrictions

Not available to students who have completed EEB308.

Assumed Knowledge

EEL445 and EEL418

Subject Relationships

EEB308 Paired Subject

Incompatible Subjects

EEB308

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to discuss the purposes and functions of numeracy in the community with particular reference to students in the VET sector;
  • be able to present a broad and critical knowledge of the numeracy discipline and use this understanding in their teaching;
  • be able to discuss the constructivist approach to numeracy teaching;
  • be able to interpret and explain numeracy concepts and processes embedded within a variety of VET contexts;
  • be able to develop teaching and assessment strategies that address the numeracy demands of various VET disciplines and that acknowledges the numeracy levels of students;
  • be able to critically select, develop and/or adapt effective learning resources to meet students' numeracy needs; and
  • be able to critically analyse and evaluate effectiveness of teaching strategies.

Syllabus

This subject will cover the following topics:
  • The numeracy discipline
  • The nature and role of numeracy
  • Attitudes to numeracy
  • Numeracy concepts and processes
  • Thinking and working with numeracy
  • Describing, modelling and generalising patterns and relationships
  • Mathematical thinking and problem-solving techniques
  • Using data and statistics

The information contained in the CSU Handbook was accurate at the date of publication: January 2020. The University reserves the right to vary the information at any time without notice.

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