| Semester 3, 2022 Online | |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Grading basis : | Graded |
| Course fee schedule : | /current-students/administration/fees/fee-schedules |
Staffing
Examiner:
Requisites
Pre-requisite: Students must be enrolled in one of the following Programs: BEDU or BSED
Enrolment is not permitted in ESN4200 if EDS2402 has been previously completed
Overview
Numeracy is essential to being a productive member of society. Being numerate means using mathematics to meet the typical demands of home life, paid work, and community and civic contexts. Numeracy is a fundamental component of learning, performance, discourse and critique across all learning areas. There are growing concerns about the numeracy capabilities of Australian students including lower proportions of students enrolling in mathematics at the senior secondary and tertiary levels, declining results in international testing and persistent levels of low achievement associated with socio-economic, geographical, language and cultural factors. There are also growing concerns about the numeracy skills of pre-service teachers, and a limited understanding among pre- service teachers of the numeracy demands within their specialist subject areas.
This course helps pre-service teachers to develop knowledge and skills associated with numeracy and learning analytics to better understand students and respond to their learning needs. Pre-service teachers will explore and reflect upon the importance and pervasiveness of numeracy within their specialist subject areas. They will learn to use a range of data sources and relevant literature, in tandem with learning analytics, to understand the diverse learning needs and numerical capabilities of students. In the process, pre-service teachers will identify, analyse and respond to their own numeracy learning needs. Finally, knowledge of learning analytics will be used to interpret assessment data to evaluate students' learning and modify teaching practice.
Course learning outcomes
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:
- discuss the importance of numeracy to society, professions, teaching areas, all learners, and personally (APST 2.5);
- describe and analyse the diverse numeracy abilities and needs of learners (APST 2.5);
- apply a range of effective pedagogical strategies to support teaching-area specific numeracy learning (APST 2.5, 5.4);
- use a range of strategies to collect, analyse, and interpret data about learners and themselves to identify learning needs (APST 5.4);
- modify and develop teaching practices to effectively respond to numeracy and learning needs from interpretation of data (APST 2.5, 5.4).
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | Definitions and origins of numeracy; numeracy needs of society, the profession and self | 10.00 |
| 2. | Models of numeracy identification and interventions | 20.00 |
| 3. | Numeracy in the context of teaching areas | 20.00 |
| 4. | Learning needs and teaching strategies for numeracy in my teaching areas | 30.00 |
| 5. | Data collection, analysis and interpretation, to improve learning | 20.00 |
Text and materials required to be purchased or accessed
Student workload expectations
To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.
Assessment details
| Description | Group Assessment |
Weighting (%) | Course learning outcomes |
|---|---|---|---|
| Report 1 | No | 50 | 1,2 |
| Report 2 | No | 50 | 3,4,5 |