Mathematics in Practice
Duration
- One Semester or equivalent
Contact hours
- On-campus: 12 hours Face to face + Blended Swinburne online Fully online
On-campus unit delivery combines face-to-face and digital learning. For Online unit delivery, learning is conducted exclusively online.
2023 teaching periods
| Hawthorn Higher Ed. Semester 1 |
Hawthorn Higher Ed. Semester 2 | |
|---|---|---|
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
| Swinburne Online Teaching Period 1 |
Swinburne Online Teaching Period 2 | |
|---|---|---|
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Prerequisites
Aims and objectives
1. Describe the difference between mathematics and numeracy in relation to teaching and learning.
2. Apply an understanding of effective pedagogical approaches in supporting mathematics and numeracy learning.
3. Design appropriate and informed assessments of children's numeracy skills and performance in mathematics education.
4. Evaluate and develop a range of learning experiences that utilize ICT to enhance numeracy and mathematics teaching and learning with a focus on student engagement.
5. Communicate mathematical concepts and numeracy as outlined in the relevant National and/or State or Territory Curriculum.
6. Demonstrate personal competency in mathematics.
Unit information in detail
- Teaching methods, assessment and content.
Teaching methods
Hawthorn
| Type | Hours per week | Number of Weeks | Total |
| On-Campus Class |
2 |
6 |
12 |
| Live Online Class | 1 | 12 | 12 |
| Online Learning activities |
6 |
8 |
48 |
| Unspecified Learning Activities Various |
6.5 |
12 |
78 |
| TOTAL | 150 hours |
Swinburne Online
Type | Hours per week | Number of Weeks | Total |
Online Directed Online Learning and Independent Learning | 12.5 | 12 | 150 |
TOTAL | 150 hours |
Assessment
| Types | Individual or Group task | Weighting | Assesses attainment of these ULOs |
| Presentation | Individual | 20% | 1, 6 |
| Assessment | Individual | 40% | 1, 2, 3, 4, 5 |
| Portfolio | Individual | 40% | 3, 4, 5 |
Minimum requirements to pass this Unit
To pass this unit, students must complete a personal maths/numeracy competency test with a minimum score of 80%.
Students who do not achieve at least 80% for the personal maths/numeracy competency test, will receive a maximum of 44% as the total mark for the unit.
This is an external accreditation requirement of VIT (Victorian Institute of Teaching).
Content
- Mathematics in Early Childhood and Early years of primary education
- Pedagogical approaches to mathematics in early childhood and early primary environments
- Supporting children’s development of numeracy skills
- Relevant National and/or State or Territory curriculum outcomes for Mathematics (birth to eight years of age)
- Mathematics vs. numeracy
- Formal vs. informal numeracy learning
- Strategies to enable ICT to expand numeracy teaching
- Assessment of numeracy skills in early childhood and early primary settings
- Assessment of mathematics learning in early childhood and early primary settings
- Creating a numerate environment
- Mathematics and Numeracy in the relevant National and/or State or Territory Curriculum