| Semester 2, 2023 Online | |
| Units : | 1 |
| School or Department : | School of Mathematics, Physics & Computing |
| Grading basis : | Graded |
| Course fee schedule : | /current-students/administration/fees/fee-schedules |
Staffing
Course Coordinator:
Overview
Teachers of mathematics need a deep understanding of the content and discourse of mathematics if they are to develop in their students a mathematical power - the ability to explore, conjecture and reason logically and to use a variety of mathematical methods effectively to solve problems. They also need a level of understanding and appreciation of mathematics higher than that expected of students at primary and junior high schools. Consequently, a clearer perspective of the role and importance of mathematics will be gained. This course is designed to meet the needs of teachers of Years 7 -12.
Students will be able to develop and extend their knowledge and understanding of mathematics and school mathematics through a variety of experiences involving problem solving, mathematical communication, reasoning and connecting mathematics, its ideas and its applications in the world around us. By working collaboratively and independently, students will be encouraged to think mathematically, and through many successful experiences, gain confidence in solving mathematical problems. The content of the course will include investigating troublesome knowledge in concepts aligned to the Australian Curriculum: measurement and geometry; number and algebra; statistics and probability and will cater for those teaching up to Year 10 and options for those wanting to teach Years 11 and 12.
Course learning outcomes
On completion of this course students will be able to:
- demonstrate advanced knowledge and skills of various mathematical concepts and procedures and the connections among them; [items 3 & 4]
- demonstrate advanced reasoning, problem solving, fluency and understanding in the thinking and doing of mathematics; [items 2, 3, & 4]
- communicate mathematical ideas effectively at different levels of formality; [items 1-4]
- review, analyse, consolidate, synthesise knowledge in one area of mathematics and identify and provide solutions; [item 2]
- use ICTs as tools to represent mathematical ideas, to construct different representations of mathematical concepts and to solve problems; [item 2]
- demonstrate an awareness of the dynamic nature of mathematics and the important role that mathematics plays in culture and society today; [item 4]
- be confident and reflective in doing mathematics. [items 1 & 3]
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | Mathematical Reflections | 10.00 |
| 2. | Technology in Mathematics | 10.00 |
| 3. | Troublesome Knowledge in Mathematics | 10.00 |
| 4. | Review of and issues in 7-12 Number & Algebra content strands | 20.00 |
| 5. | Review of and issues in 7-12 Measurement & Geometry strands | 20.00 |
| 6. | Review of and issues in 7-12 Statistics & Probability strands | 20.00 |
| 7. | Mathematical needs for the 21st century | 10.00 |
Text and materials required to be purchased or accessed
鈥� Smart pen
鈥� Digital note taker or note taker
鈥� Bamboo graphics tablet.
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 | 10 | 1,5,6,7 |
| Report 2 | No | 35 | 1,2,3,4,5,6,7 |
| Quiz | No | 15 | 1,2,7 |
| Report 3 | No | 40 | 1,2,3,4,5,6,7 |