EEE755 - Numeracy, Social Justice and New Pedagogies
| Year: | 2024 unit information |
|---|---|
| Enrolment modes: | Trimester 1: Burwood (Melbourne), Online For D303 and D304 students only: Trimester 3: Online |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Cohort rule: | Students commencing in 2020 must be enrolled in course D303, D304, E761, E762, E763, E764 or E765 |
| Prerequisite: | D303 or D304 course students must have passed 24 credit points of study at levels 1, 2 & 3 with a minimum WAM of 60% |
| Corequisite: | EEE754 |
| Incompatible with: | EEE751 |
| Study commitment | Students will on average spend 150-hours over the trimester undertaking the teaching, learning and assessment activities for this unit. This will include educator guided online learning activities within the unit site. |
| Scheduled learning activities - campus | 1 x 1-hour lecture per week (recordings provided), 1 x 2-hour seminar per week |
| Scheduled learning activities - online | 1 x 1-hour lecture per week (recordings provided), 1 x 2-hour seminar per week |
| In-person attendance requirements | Students who are completing professional experience (placements) are not required to attend lectures or scheduled synchronous sessions during the placement. |
Content
Numeracy, social justice and new pedagogies develops among preservice teachers a critical perspective on the use of data and statistics in education, with a particular focus on mathematics education. There are two instructional objectives. The first is to develop preservice teachers’ mathematical knowledge for teaching numeracy across age groups and disciplines. The second is to develop critical consumers of statistical texts (such as reports about standardised teaching, learning and assessment) who understand how these are used to influence government policy and public narratives. The unit is grounded in the belief that mathematics is not ethically neutral but is a social practice with significant social responsibility. The aim is to support preservice teachers to understand the social significance of mathematics as it is applied to their chosen profession and young people. Preservice teachers are asked to consider the historical, political, and social issues that have led to “gaps” in educational access, opportunity and attainment for Aboriginal and Torres Strait Islander learners, particularly in mathematics, and examine the extent to which standardisation is achieving equity goals in education. The unit adopts a pedagogical approach that encourages questioning, argumentation and problem posing, as well as the use of multiple forms of data and statistical representation.
Unit Fee Information
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