Course Title: Introduction to Mathematics and Numeracy

Part A: Course Overview

Course Title: Introduction to Mathematics and Numeracy

Credit Points: 12


Terms

Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2458

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

Sem 2 2014,
Sem 2 2015,
Spring2015,
Sem 2 2016

TCHE2494

Brunswick Campus

Undergraduate

360H Education

Face-to-Face

Sem 2 2014,
Sem 2 2015,
Sem 2 2016

Flexible Terms

Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2458

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

UGRDFlex17 (WINT)

Course Coordinator: Dr Rebecca Seah

Course Coordinator Phone: +61 3 9925 6632

Course Coordinator Email: rebecca.seah@rmit.edu.au

Course Coordinator Location: 220.03.07


Pre-requisite Courses and Assumed Knowledge and Capabilities

None


Course Description

This is a core course that focuses on why and how approaches to teaching and learning of mathematics and numeracy in early childhood and the primary years of schooling (birth to 12 years of age) has changed in response to an increased focus on numeracy, and recent research on the teaching and learning of mathematics. There is a strong emphasis on extending students’ own knowledge and confidence in mathematics. Students will participate in the practices and strategies that early childhood and primary teachers use to enhance student learning in mathematics/numeracy. These include open-ended questions, problem solving, rich tasks and investigations, assessment for learning, mathematical games, and innovative uses of ICT and multimedia.


Objectives/Learning Outcomes/Capability Development

Upon successful completion of this course, you will be able to:

  • Display a critical understanding of what it means to be numerate in a rapidly changing information and technology-rich society, and a willingness to further their knowledge and confidence in this area.
  • Demonstrate an emerging understanding of the major concepts and processes associated with the development of: number sense; measurement and data sense; a sense of space; and a positive orientation towards the teaching of mathematics and numeracy in early childhood and the primary years of schooling (birth to 12 years of age).
  • Demonstrate an awareness of contemporary mathematics curricula, pedagogy, and resources to support the teaching and learning of mathematics/numeracy for children birth to 12 years of age.
  • Defend the importance of rich conceptual mathematics knowledge as the foundation for numeracy development in later years and recognise the importance of creating rich mathematical learning environments to promote the development of young children’s problem solving and thinking skills.


You will be assessed on your development of the following program learning outcomes in this course:

  • Develop and apply theoretical and practical knowledge and skills to your professional practice and development in curriculum, pedagogy and assessment.
  • Demonstrate creativity, critical thinking and innovation when identifying and solving problems in diverse educational contexts.
  • Work with others in a range of roles and contexts, demonstrating cultural, environmental and social awareness and ethical and reflective practice.
  • Apply initiative and judgment in planning, problem solving and decision making to enhance your practice and continuing professional development.


Overview of Learning Activities

You will be engaged in learning that involves a range of activities including lectures, tutorials, practical activities directly related to the mathematics classroom, assigned tasks, collaborative group work, discussion, and critical reflection. A major emphasis will be placed on an interactive, activity-centred, problem-based approach to learning mathematics.


Overview of Learning Resources

RMIT will provide you with resources and tools for learning in this course through our online systems and access to specialised facilities and relevant software. You will also have access to the library resources.


Overview of Assessment

You will be assessed on how well you meet the course’s learning outcomes and on your development against the program capabilities. Assessment may include an audit and a reflection on your mathematics proficiency.

Assessment may include reports, portfolios, projects and presentations, individually and in groups. Assessment will cover both theoretical and practical aspects of your learning. You will be able to develop your work in relation to your own specific areas of interest in your professional practice.

Feedback will be given on all assessment tasks.

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program manager or the Equitable Learning Services if you would like to find out more.

The Student Charter www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/student-charter/ summarises your responsibilities as an RMIT University student as well as the responsibilities of the university.

Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: www.rmit.edu.au/browse;ID=qwxbqbg739rl1