Course Title: Numeracy 2: Developing a Sense of Measurement, Data, Chance and Space

Part A: Course Overview

Course Title: Numeracy 2: Developing a Sense of Measurement, Data, Chance and Space

Credit Points: 12


Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2310

Brunswick Campus

Undergraduate

360H Education

Face-to-Face

Sem 1 2010,
Sem 1 2012,
Sem 1 2013,
Sem 1 2014

TCHE2328

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

Sem 1 2010,
Sem 1 2011,
Sem 1 2012,
Sem 1 2014

Course Coordinator: Jude Ocean

Course Coordinator Phone: +61 3 9925 7863

Course Coordinator Email:judith.ocean@rmit.edu.au

Course Coordinator Location: 220.3.13 (Bundoora)


Pre-requisite Courses and Assumed Knowledge and Capabilities

Numeracy 1: Introducing School Mathematics and Numeracy


Course Description

This is a core course that focuses on a problem-based, ‘hands on’ approach to the teaching and learning of Measurement, Data, Chance and Space in the primary school. The content of this course builds on the key ideas and strategies explored in Introducing School Mathematics and Numeracy. Students will be introduced more formally to the links between theory and practice, and relevant aspects of the Victorian Essential Learning Standards. A strong emphasis will be placed on developing a deep understanding of the concepts, skills, and strategies needed to support further learning in these areas and create effective learning environments for all students. The important role of the teacher will be highlighted through the exploration of teaching practices that incorporate appropriate materials, models, language, tools, and representations, and activities which connect to the world of the learner and encourage students to work mathematically.


Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to:
• Deepen their understanding of the key ideas that underpin aspects of primary mathematics curricula and the everyday contexts in which they occur.
• Become familiar with what is known about how concepts, skills and strategies develop over time, what students may find difficult, and how learning difficulties might be addressed.
• Develop a positive and confident attitude towards the teaching of mathematics.
• Become familiar with relevant resources including, assessment and reporting tools, and strategies to support differentiated teaching and thinking and working mathematically across the curriculum.
• Deepen their knowledge of local, state and national curriculum and policy documents for school mathematics and numeracy.


Upon completion of this course students will be able to:
• Demonstrate knowledge of the key concepts, skills and strategies involved in the teaching and learning of Measurement, Chance, Data and Space in the primary school, and a belief in the importance of rich conceptual knowledge as the foundation for numeracy development and further studies in mathematics.
• Plan, implement, and evaluate effective mathematics learning situations to address a range of learning needs, promote the negotiation of meaning and support the developmentment of students’ problem solving and thinking skills in relation to Measurement, Chance, Data and Space.
• Select and implement a variety of appropriate resources for the teaching of mathematics.


ICT Outcomes
At the conclusion of this course students will have demonstrated and/or acquired the following ICT capabilities:
• Awareness of a range of contemporary ICT resources suitable for the classroom.
• Skills in using ICT for communication, presentation, task preparation and implementation.


VIT Standards
This course is aligned with the following standards:
• Teachers know the content they teach.
• Teachers know their students.
• Teachers plan and assess for effective learning.
• Teachers use a range of teaching practices and resources to engage students in effective learning.


Overview of Learning Activities

Students’ learning in this course will involve a range of activities including lectures, tutorials, practical activities, assigned tasks, individual research, collaborative group work, discussion, and critical reflection. A major emphasis will be placed on an interactive, activity-centred, inquiry-oriented approach to learning.


Overview of Learning Resources

see part B


Overview of Assessment

Assessment tasks are directly linked to the stated objectives and outcomes. Assessment in the course will be both theoretical and practical in nature. A range of formative and summative assessment types will be incorporated into the course (for example, written report, resource portfolio, curriculum design).

Students should refer to Part B of the course guide for further information on assessment.