Return to previous page

EEE755 - Numeracy, Social Justice and New Pedagogies

Unit details


2020 unit information

Enrolment modes:

Trimester 1: Burwood (Melbourne), Cloud (online), CBD*

Trimester 3: Burwood (Melbourne), Cloud (online), CBD*

Credit point(s):1
EFTSL value:0.125
Unit Chair:Jude Ocean
Cohort rule:

Students commencing in 2020 must be enrolled in course D303, D304, E761, E762, E763, E764 or E765


D303 or D304 course students must have passed 24 credit points of study at levels 1, 2 & 3 with a minimum WAM of 60%



Incompatible with:


Typical study commitment:

Students will on average spend 150-hours over the trimester 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 face-to-face workshop per non-placement teaching week (approx. 6-9 weeks).

Trimester 3: Intensives at Burwood 5 x 3-hour sessions with dates to be confirmed.

Scheduled learning activities - cloud:

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.

In-person attendance requirements:

Trimester 3: Intensives at Burwood

Students who are completing professional experience placements are not required to attend classes or scheduled synchoronous sessions during the placement.


*CBD refers to Institute of Koorie Education; Community Based Delivery


This Unit introduces students to the development of a critical perspective in statistics.

This is facilitated by two instructional objectives: 

  1. understanding mathematics and connecting mathematics across the disciplines.
  2. Becoming an accomplished critic of statistical texts requires both an understanding of the mathematics and an awareness of how people use numbers persuasively to win arguments and influence public policy.

This Unit is grounded in the belief that mathematics and science are not ethically and morally neutral, but are social enterprises that have a significant social responsibility. It is therefore essential to explore the uses of mathematics, such as standardised testing, in their social and political context. Unless these contexts become a regular part of the learning of mathematics, the social significance of mathematics is lost and it becomes a field of abstract calculations.

This Unit has a strong focus on national issues of social justice, including the consideration of issues of current and historical concern to Indigenous Australians. It also takes an international focus, recognising that at the societal level mathematics is mediated by various institutions and people and is therefore subject to the political and ideological forces in that society. If teachers are to be the kind of critics who enable and enhance social justice, it is important to recognise that the practice of mathematics is a social process, with significant consequences for individuals and for communities, and essential to the democratic enterprise.

The Unit adopts a pedagogical approach that encourages questioning, argumentation and problem posing, as well as the use of multiple forms of representation, such as writing, drawing, graphical displays and models, to enable students to become competent and critical users of data. 


These are the Learning Outcomes (ULO) for this unit

At the completion of this unit, successful students can:

Deakin Graduate Learning Outcomes
ULO1 Explain and critically analyse the ways in which issues of social justice are enhanced and/or constrained through the uses and misuses of data

GLO1: Discipline-specific knowledge and capabilities

GLO4: Critical thinking

ULO2 Articulate and justify an informed theoretical position with respect to the intentions and effects of assessment cultures on teachers and on children

GLO2: Communication

GLO4: Critical thinking

GLO8: Global citizenship


Critically analyse a repertoire of teaching strategies/activities which support the teaching of mathematics for social justice and explain the ways in which they provide this support

GLO1: Discipline-specific knowledge and capabilities


Explain and justify the use of mathematical content and processes appropriate to the teaching and learning of statistics in the relevant educational setting

GLO1: Discipline-specific knowledge and capabilities


Utilize a broad range of data including statistics and other research methods to explore, critique and represent collective and interpretive knowledge of a specific learning community context in relation to educational needs and aspirations

GLO1: Discipline-specific knowledge and capabilities

GLO4: Critical thinking

GLO7: Teamwork

ULO6 Utilize collaborative skills to engage in effective and ethical use of data in order to communicate research findings to an audience of peers, demonstrating multiple, complex and nuanced intercultural understandings of contexts

GLO1: Discipline-specific knowledge and capabilities

GLO2: Communication

GLO7: Teamwork

GLO8: Global citizenship

These Unit Learning Outcomes are applicable for all teaching periods throughout the year


Assessment Description Student output Grading and weighting
(% total mark for unit)
Indicative due week
Assessment 1 (Individual) - Critical Essay  2000 words or equivalent 40%

Information not yet available

Assessment 2 (Individual and Group) - Community Data Case Study 3000 words or equivalent 60%

Information not yet available

The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.

Learning Resource

Essential Learning Resources:

Whitin, D.J. and Whitin, P.E., 2010. Learning to Read the Numbers: Integrating Critical Literacy and Critical Numeracy in K-8 Classrooms. A Co-Publication of The National Council of Teachers of English and Routledge. Routledge.  (page 10)

Churchill, R., Godhino, S., Johnson, N., Keddie, A., Letts, W., Lowe, K., McKay, J., McGill, M., Moss, J., Nagel, M., Shaw, K. and Rogers, J. (2018). Teaching: Making a Difference. 4th ed. [Melbourne]: JOHN WILEY.

Australian Curriculum Assessment and Reporting Authority, 2011, General capabilities. Found Online at:


Recommended Learning Resources:

Early Years: Mulligan, J. and Mitchelmore, M., 2016. Pattern and Structure Mathematics Awareness Program: BOOK TWO-Years 1 And 2. ACER Press.

Primary: Booker, G., Bond, D., Sparrow, L., & Swan, P. (2015). Teaching primary mathematics. Pearson Higher Education AU.

Secondary: Gutstein, E., & Peterson, B. (Eds.). (2013). 2nd Edition. Rethinking mathematics: Teaching social justice by the numbers. Rethinking Schools.

*The texts and reading list for the unit can be found on the University Library via the link below:
Note: Select the relevant trimester reading list.

Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.

Unit Fee Information

Click on the fee link below which describes you:

Return to previous page