Issues in Mathematics Teacher Professional Development

Course aim

To critically engage teachers with their own mathematical and pedagogical practice and how it impacts on improving the engagement and performance of their learners in K-12 mathematics.

Course content

Students will investigate issues that concern the professional development of teachers of numeracy in the context of their professional development. Students will critically analyse the quality of mathematics teaching and learning from a number of theoretical perspectives including schema-based analysis of mathematical understanding. Students will used this information in the analysis of the quality of mathematical content and pedagogical content knowledge that teachers need to bring to their practice. Students will compare models of mathematics professional development from an international perspective, and will examine current practices of professional development critically.

Textbook(s)

Nil

Prerequisite(s)

Nil

Corequisite(s)

Nil

Teaching method

Note: These components may or may not be scheduled in every study period. Please refer to the timetable for further details.

Assessment

Case study, Literature Review

Fees

EFTSL*: 0.125
Commonwealth Supported program (Band 1A)
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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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* 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.