Course Title: Teaching Primary Mathematics and Numeracy

Part A: Course Overview

Course Title: Teaching Primary Mathematics and Numeracy

Credit Points: 12


Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2290

Bundoora Campus

Postgraduate

360H Education

Face-to-Face

Sem 1 2010,
Sem 1 2011,
Sem 1 2012,
Sem 1 2013,
Sem 1 2014,
Spring2014

TCHE2356

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

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

Course Coordinator: Prof. Dianne Siemon

Course Coordinator Phone: +61 3 9925 7916

Course Coordinator Email:dianne.siemon@rmit.edu.au


Pre-requisite Courses and Assumed Knowledge and Capabilities

None


Course Description

This is a core course that focuses on how the teaching of school Mathematics 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’ knowledge and confidence in the mathematics that underpins school curricula at this level. This course will model a conceptually-rich, strategy-driven approach to the teaching and learning of Mathematics. Students will participate in the approaches and practices that enhance student learning in mathematics/numeracy. These include formative assessment, targeted teaching, open-ended questions, problem solving, rich tasks and investigations, mathematical games, and innovative uses of ICT and multimedia.


Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to:
• Explore their understanding of Mathematics, as well as their attitudes to and beliefs about Mathematics.
• Gain an overview of the mathematical concepts and strategies that underpin the development of numeracy at primary school.
• Develop strategies to promote the development of mathematical problem solving and thinking skills necessary for primary school students living in a technological age.
• Deepen their understanding of the key ideas and skills that underpin the numeracy strand of primary mathematics curricula and the everyday contexts in which they occur.
• Become familiar with relevant resources including, assessment and reporting tools, and strategies to support differentiated teaching and thinking and working mathematically across the curriculum.


Upon completion of this course students will be able to:
• Display a critical understanding of what it means to be numerate in a rapidly changing information and technology rich society. 
• Demonstrate an understanding of the major concepts and processes associated with the development of: number sense; measurements and data sense; a sense of space; and a positive orientation towards the teaching of Mathematics and numeracy.
• Demonstrate an awareness of contemporary Mathematics curricula, pedagogy, and resources to support the teaching and learning of primary school mathematics/numeracy.
• Plan, implement, and evaluate effective Mathematics learning situations.

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, work preparation and implementation.
• Personal proficiency in using ICT.

VIT Standards
This course is aligned with the following standards:
• Teachers know how students learn and how to teach them effectively.
• Teachers know the content they teach.
• Teachers plan and assess for effective learning.
• Teachers create and maintain safe and challenging learning environments.
• Teachers use a range of teaching strategies 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, workshops, informal study groups, on-line discussions, reflections on childrens’ mathematics learning, the preparation of teaching materials, and readings to support the development of the learning outcomes of this course.


Overview of Learning Resources

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


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, oral and/or performance based assessment).

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