Mathematics Specialisation for Future Primary Teachers
Undergraduate
Undergraduate
EDUC 3004
Undergraduate
No
010892
4.5
No
School of Education
To further develop the mathematics skills and knowledge of students committed to mathematics teaching and
learning at Primary Years.
This course engages students with mathematical knowledge and digital technologies for mathematics education with particular focus on geometry, measurement, statistics and probability. Students will examine current practises in mathematics and numeracy intervention and explore methods of building conceptual development of mathematical content for primary students. Timely scaffolding for learners with special needs and enhanced learning experiences for advanced students in mathematics will be explored.
Donaldson, G, Field, J, Harries, D, Tope C & Taylor, H 2013, , Becoming a Primary Mathematics Specialist Teacher, Routledge, NY
Davis, A., Goulding, M. & Suggate, J. 2019, Mathematical Knowledge for Primary Teachers, 5th Ed, Taylor and Francis, GB.
Nil
Nil
Component | Duration | ||
---|---|---|---|
INTERNAL, MAGILL | |||
Workshop | 3 hours x 13 weeks | ||
Lecture (introductory) | 1 hour x 1 week |
Note: These components may or may not be scheduled in every study period. Please refer to the timetable for further details.
Continuous assessment, Presentation
EFTSL*: 0.125
Commonwealth Supported program (Band 1A)
To determine the fee for this course as part of a Commonwealth Supported program, go to:
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Fee-paying program for domestic and international students
International students and students undertaking this course as part of a postgraduate fee paying program must refer to the relevant program home page to determine the cost for undertaking this course.
Non-award enrolment
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Not all courses are available on all of the above bases, and students must check to ensure that they are permitted to enrol in a particular course.
* Equivalent Full Time Study Load. Please note: all EFTSL values are published and calculated at ten decimal places. Values are displayed to three decimal places for ease of interpretation.