ESM724 - Mathematics Curriculum Inquiry


2021 unit information

Enrolment modes: Trimester 1: Burwood (Melbourne), Cloud (online)
Credit point(s): 1
EFTSL value: 0.125
Cohort rule:

Students commencing in 2020 must be enrolled in course D304, D351, E377, E760, E763 or E765


D304 students must have passed 24 credit points of study at levels 1, 2 & 3 with a minimum WAM of 60%

E762, E763 and E765 students must pass 4 units in total:
must complete EEE754, 
plus 1 unit from EEE755, EEE756, EPR721, EPR731, EPR751

E377 students minimum discipline study requirement is successful completion of three relevant units of mathematics with at least one of these units at the second year level. Statistics is accepted as a mathematics unit provided it is taken within a Mathematics Department.


E762 course students must pass any co-req unit in EPR724

E765 course students must pass any co-req unit in EPR754

Incompatible with:

EME209, EME409, ESM424

Study commitment

Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit.

Scheduled learning activities - cloud (online)

Time engaging in learning activities is expected to total a combined equivalent of 8-10 hours per week.

This includes engagement with materials, responses to tasks, regular forum posting and responding to others, scheduled synchronous online discussions and independent study during non-placement teaching weeks (approx. 6-9 weeks).


This unit simultaneously focuses on mathematical content and teaching and learning approaches that increase students' opportunities to learn mathematics in the contexts of the middle years and secondary schooling. Informed by findings from middle years research, and guided by the Australian Curriculum. Autonomous student thinking is a focus of attention.

A diversity of tasks from various mathematical domains (e.g. the areas of Number, Space, Measurement, Probability and Statistics Chance and Data, Structure including- numeric and algebraic structure) are examined. Tasks are then designed and implemented, and reflections upon the learning that occurred are a focus intended to develop reflexive teachers. Many complexities associated with classroom teaching (e.g., catering for individual differences, implementing effective group work, and capitalising on technology to support student learning) are identified and discussed.

Study of assessment techniques focuses on monitoring student progress to promote further learning, assessing students' mathematical performance, and providing opportunities for students to demonstrate they can work mathematically.

Unit Fee Information

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