units

EDF3212

Faculty of Education

print version

This unit entry is for students who completed this unit in 2016 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.

6 points, SCA Band 1, 0.125 EFTSL

Undergraduate - Unit

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

Faculty

Education

Coordinator(s)

Dr Sarah Hopkins (Berwick); Dr Sharyn Livy (Peninsula)

Offered

Berwick

  • First semester 2016 (Day)

Peninsula

  • First semester 2016 (Day)

Synopsis

This unit further develops students' knowledge, skills and attitudes for becoming effective teachers of primary school mathematics. There is a focus on content in the measurement and geometry strand from Foundation to Year 8 of AusVELS and the Australian Curriculum. Students engage with and critically reflect upon activities and approaches for developing understanding, fluency, problem solving and reasoning capacities associated with shape, using units of measurement, location and transformation, and geometric reasoning. Students engage with research on how children learn measurement and geometric principles, design a unit of work that addresses common misconceptions, and develop appropriate formative and summative assessments for this unit of work.

Outcomes

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

  1. demonstrate knowledge and understanding of the measurement and geometry strand of AusVELS and the Australian Curriculum
  2. apply curriculum knowledge to design a unit of work with lessons that incorporate a range of teaching strategies
  3. synthesise research findings relating to common misconceptions about mathematics education
  4. recognise how poor teaching contributes to misconceptions and disengagement
  5. identify quality teaching actions to address misconceptions and promote student engagement for diverse learners
  6. analyse NAPLAN data to inform teaching practice in mathematics and numeracy
  7. appreciate the importance of assessment moderation
  8. design effective marking keys and rubrics for assessment
  9. demonstrate an understanding of diagnostic, formative and summative assessment strategies to assess student learning.

Assessment

Mathematics education research synthesis (2000 words, 50%)
Research-informed unit of work with assessments (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Prohibitions

EDF3301
EDF4104