Faculty of Education

Postgraduate - Unit

This unit entry is for students who completed this unit in 2014 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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12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

FacultyFaculty of Education
OfferedClayton Second semester 2014 (Off-campus block of classes)
Coordinator(s)Associate Professor Barbara Clarke


This unit is only offered to cohorts and has two main foci. 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.


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

  1. examine theories of learning numeracy and mathematics
  2. explore key environmental factors that influence learning, and ways of addressing those factors
  3. review both theories of curriculum and current curricula, especially as they relate to numeracy and mathematics
  4. critique processes for assessing and reporting on numeracy learning
  5. consider process for initiating and sustaining school based improvement in learning, curriculum development and assessment of numeracy.


Analytical report (4000 words, 50%)
Developmental project (4000 words, 50%)

Chief examiner(s)

Workload requirements

Minimum total expected workload equals 24 hours per week comprising:

(a.) Contact hours:

  • attendance at multiple teaching sessions

(b.) Additional requirements

  • independent study to make up the minimum required hours per week