ESM425 - Senior Mathematics: Curriculum Study
|Enrolment modes:||(B, G, X)|
|Unit chair:||G Williams (B)|
|Campus contact:||G Williams (B, X), C Campbell (G)|
Successful completion of ESM424 including the minimum mathematics discipline studies requirements for entry to ESM424.
3 hours per week or off campus equivalent.
Note:Wherever possible students should enrol in the on-campus version of this unit.
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.
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.
Unit Fee Information
|Student Contribution Rate*||Student Contribution Rate**||Student Contribution Rate***||Fee rate - Domestic Students||Fee rate - International students|
* Student contribution rate for Commonwealth Supported students who commenced studies from 2010
** Student contribution rate for Commonwealth Supported students who commenced studies from 2009
*** Student contribution rate for Commonwealth Supported students who commenced studies from 2008
**** Fee rate for students who commenced studies from 2005
***** Fee rate for students who commenced studies from 2006
Please note: Unit fees listed do not apply to Deakin Prime students.