units

EDF6411

Faculty of Education

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.

print version

12 points, SCA Band 1, 0.250 EFTSL

To find units available for enrolment in the current year, you must make sure you use the indexes and browse unit tool in the current edition of the Handbook.

LevelPostgraduate
FacultyFaculty of Education
OfferedClayton First semester 2013 (Off-campus block of classes)
Clayton Second semester 2013 (Off-campus block of classes)
Coordinator(s)Associate Professor Barbara Clarke

Synopsis

Only offered to cohorts.
There are two main foci for this unit. The first involves examination of key theories of learning, how these apply to numeracy learning, the nature of engagement in learning, key environmental factors influencing numeracy learning such as language, gender, cultural background, SES, and the role of beliefs, motivation, and persistence. The issues of equity will be addressed, as will approaches to redress differences in achievement, along with processes for intervention to support individual learners.
The second focus relates to the nature of curriculum and the role of numeracy. Noting the commitment of Victoria to implementing the national curriculum and the key role of numeracy within that curriculum, this study will include examination of the principles of the curriculum generally, the role and contribution of numeracy to each of the curricula written, the implication of these for school based programs, the ways that learning is assessed. In particular the implications for school, level, and class planning and teaching will be considered.

Outcomes

The participants will:

  • Examine theories of learning numeracy and mathematics
  • Explore key environmental factors that influence learning, and ways of addressing those factors
  • Review both theories of curriculum and current curricula, especially as they related to numeracy and mathematics
  • Critique processes for assessing and reporting on numeracy learning
  • Consider process for initiating and sustaining school based improvement in learning, curriculum development and assessment of numeracy.

Assessment

Analytical report (4000 words): 50%; and Developmental project (4000 words): 50%

Chief examiner(s)

Contact hours

Workload requirement of 24 hours per week