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ED1491 - Foundations of Mathematics and Numeracy for Secondary Teachers

Credit points: 3
Year: 2019
Student Contribution Band: Band 1
Administered by: College of Arts, Society & Education

This subject introduces the professional mathematics and numeracy knowledge required of secondary school teachers. This comprises the content knowledge that teachers need to teach and the numeracy demands of their profession in the contexts of the classroom and education more generally. As a Phase One subject, there will be a focus on students and preservice teachers as diverse numeracy learners in secondary schools. With respect to professional numeracy knowledge, content knowledge of the mathematics curriculum up to and including Year 9 mathematics as described in the Australian Curriculum is required. Preservice teachers will be introduced to models of numeracy and will explore and reflect upon the numeracy demands of the content within their own secondary teaching areas. In this subject, preservice teachers will also be introduced to the quantitative skills required to generate and interpret data to help make effective decisions about their teaching. This subject assumes preservice teachers are entering the subject competent in basic arithmetic, algebra and statistics. Basic arithmetic is defined as the application of the four operations of addition, subtraction, multiplication and division with integers and fractions and the use of percentages. Elementary algebra is defined as simplifying expressions; substituting values into expressions and solving linear equations. Basic statistics is being able to compare data sets using the range, mean, mode and median.

Learning Outcomes

  • identify, develop and demonstrate the numeracy content knowledge and skills required for teaching the ACARA curriculum (Years 7-12), specific to teaching disciplines and for interacting broadly within the profession;
  • demonstrate the professional numeracy skills required to interact with a diverse range of stakeholders (e.g., colleagues, parents and students);
  • reflect on current numeracy skills, knowledge, and dispositions to these areas, to manage professional learning needs and performance, autonomously and in collaboration with others.

Availabilities

Townsville, Internal, Study Period 2
Census Date 29-Aug-2019
Coord/Lect: Dr Leah Daniel.
Workload expectations:

The student workload for this 3 credit point subject is approximately 130 hours.

  • 39 hours workshops/Seminars - one 1hr workshop and one 2hr workshop per week
  • assessment and self-directed study
Assessment: assignments (20%); numeracy folio (20%); centrally-administered final exam (60%).
Special Assessment Requirements: * Submit all assessment tasks " Complete the four compulsory mymathlab tests and attain 80% for each test by the end of the semester (before the final exam) " Achieve 50% or more on the final examination " Achieve 50% overall

Cairns, Internal, Study Period 2
Census Date 29-Aug-2019
Coordinator: Dr Leah Daniel
Lecturers: Dr Donna Rigano, Dr Leah Daniel, Dr Philemon Chigeza.
Workload expectations:

The student workload for this 3 credit point subject is approximately 130 hours.

  • 39 hours workshops/Seminars - one 1hr workshop and one 2hr workshop per week
  • assessment and self-directed study
Assessment: assignments (20%); numeracy folio (20%); centrally-administered final exam (60%).
Special Assessment Requirements: Submit all assessment tasks " Complete the four compulsory mymathlab tests and attain 80% for each test by the end of the semester (before the final exam) " Achieve 50% or more on the final examination " Achieve 50% overall

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.