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ESM425 - Senior Mathematics: Curriculum Study

Unit details

Year2016 unit information
Enrolment modes:Trimester 2: Burwood (Melbourne), Cloud (online)
Credit point(s):1
EFTSL value:0.125
Unit chair:

Gaye Williams

Prerequisite:

Nil

Corequisite:

Nil

Incompatible with:

Nil

Contact hours:

Campus: 1 x 3 hour Seminar per week.

Cloud (online): Learning experiences are via CloudDeakin.

Content

This unit focuses on mathematics units within the Victorian Certificate of Education (Foundation Mathematics, General Mathematics, Further Mathematics, Mathematical Methods 1/2 3/4, Specialist Mathematics), and mathematics associated with the Victorian Certificate of Applied Learning (VCAL). As the National Mathematics Curriculum is developed, it will also focus on this. The unit simultaneously examines mathematical content and teaching approaches that optimise student learning of that content. Attention is paid to developing teacher ability to sequence mathematical topics to increase student opportunities to think autonomously; to strengthen the connections they make between areas of mathematical content, and the contexts to which this mathematics applies. Assessment procedures are examined for the purpose of identifying how to increase student learning by progressive monitoring, and how to best assist students to meet assessment requirements. Design of assessment tasks is considered in the light of ways to monitor ongoing learning and how to assess at Units 1 and 2 in ways that prepare students for assessment in Units 3 and 4.

Assessment

Task 1 40% - Through collaborative and individual activity informed by research literature, develop, and show how to implement and assess, a sequence of areas of the mathematics curriculum to encourage autonomous mathematical thinking and deep learning. Demonstrate the ability to identify student learning trajectories and teacher actions that could enrich them.

Task 2 60% - Collaborative and individual analyses of senior secondary examination questions and examiners’ reports to identify an area where students experience conceptual difficulty. Collaborative development of a sequence of activities to assist in overcoming this difficulty. Individual development of an evidence based article for teachers to raise questions about current transmission approaches at senior secondary level, and illustrate an alternative approach to help overcome the conceptual difficulty identified.

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