ESM725 - Mathematics Curriculum Inquiry Senior Years

Year:

2021 unit information

Enrolment modes: Trimester 2: Burwood (Melbourne), Cloud (online)
Credit point(s): 1
EFTSL value: 0.125
Cohort rule:

Students must be enrolled in course D304, E760, E763 or E765

Prerequisite:

Students enrolled in course E763 or E765 commencing 2020, must pass unit EEE754 plus 1 unit from EEE755, EEE756, EPR731, EPR751

Corequisite:

Nil

Incompatible with:

EME425, ESM225, ESM425

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 - campus

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, independent study and 1 x 3-hour scheduled seminar per non-placement teaching week (approx. 6-9 weeks).

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).

It is highly recommended that you attend scheduled synchronous discussions in CloudDeakin throughout the trimester.

Note:

Student Equipment Purchases:

Learning experiences and assessment activities in this unit require that students have access to a CAS-enabled calculator throughout the Trimester

Content

This unit focuses on subjects within senior years/post-compulsory mathematics education as outlined in the Australian Curriculum: Mathematics and state and territory curricula. 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 in the second last year of schooling in ways that prepare students for assessment in their last year of secondary school.

Unit Fee Information

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