Faculty of Education

Undergraduate, Postgraduate - Unit

This unit entry is for students who completed this unit in 2013 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 1, 0.125 EFTSL

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LevelUndergraduate, Postgraduate
FacultyFaculty of Education
OfferedClayton First semester 2013 (Day)
Clayton First semester 2013 (Off-campus)
Coordinator(s)Ms Hazel Tan


This unit is Part A of a two-part unit and must be taken in conjunction with Part B (EDF4878).


This unit EDF4877 and the next unit EDF4878 explore the teaching and learning of mathematics in secondary schools. The units introduce students to the language, methods and major ideas useful in mathematics teaching, and focus on content, pedagogy and the interrelationships between them. Students are provided with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools and refine their attitudes through reflecting on new and past experiences. The units are designed to prepare students to teach mathematics and consider the philosophy that underpins their teaching. Students are encouraged to develop an understanding of the subject discipline's place within secondary schools, at both junior level (Years 7 and 10) in this unit and senior levels (Years 11 to 12) in unit EDF4878. Together, the units emphasise a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.


Upon successful completion of this unit students should be able to:

  1. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of mathematics as a subject discipline in secondary schools
  2. translate conceptual ideas and processes about mathematics into classroom learning activities for students
  3. plan and design lessons and units of work that may be suitable for the diverse social and cultural backgrounds and experiences of students
  4. develop an understanding of a constructivist perspective on learning and its implications, and a variety of assessment techniques available, for use in mathematics education classrooms
  5. become sensitised to the real world of the learners in their classrooms and develop an appreciation for providing learning experiences that will be meaningful to students
  6. develop, through the exploration and experience of a variety of learning and teaching strategies, a personal approach to teaching mathematics.


Assessment Task 1: Written assignment (2000 words, 50%)
Assessment Task 2: Investigative task(2000 words, 50%)

Chief examiner(s)

Contact hours

Average per week of 2 - 3 hours contact plus approximately 15 hours in self-directed study


A minor sequence in mathematics (statistics is accepted as mathematics provided it is taken within a mathematics department)


EDF4116 Mathematics and numeracy education