EDMA607 to EDMA627

EDMA607 Contextual Influences on Mathematics Education                                                                10 cp

This unit examines social, cultural, political, and historical contexts of mathematics and numeracy education, and analyses their impact on curriculum, teaching and learning. It starts from the premise that language is the carrier of cultural context. The unit critiques cultural ideologies that influence and constrain the teaching and learning of mathematics, and examines approaches to describing the influence of culture and society on the teaching and learning of mathematics. The issues will be explored by contrasting developmental, semiotic, and pragmatic models as they apply to thinking, speaking, reading, and writing mathematics. The unit emphasises doing research rather than reporting research.

EDMA608 Learning, Assessment and Intervention in Mathematics                                                      10 cp

This unit addresses key issues in mathematics education with a focus on learning, assessment and meeting the needs of individual students. It includes analysis and critical examination of influences on mathematics learning, including cognitive, affective, cultural and social factors, and considers the implications for teaching practice. The unit also examines theoretical frameworks for assessment in mathematics, and critically evaluates models and practices in assessment. The unit considers approaches to supporting students in need of particular assistance, including identifying target students and intervention models. The unit aims to develop expertise in learning, assessment, and intervention practices.

EDMA609 Mathematics Teaching and Teacher Development                                                              10 cp

In this unit, students review and critique literature on mathematics teaching practices, including issues such as instructional models, grouping practices, mechanisms for catering for mixed ability classes, and the influence of particular task types on teaching practices. It explores the significance of, and influences on, teacher attitudes and beliefs. Students study models of teacher development and teacher change, and examine strategies for stimulating reflective teaching, for developing professional learning teams, and for creating and supporting opportunities for ongoing professional learning.

EDMA610 Technologies and Mathematics Learning                                                                            10 cp

In this unit, students will explore the relationship between technology and doing mathematics and the impact of emerging technologies on the primary and secondary mathematics curriculum: content, method, and assessment. Discussion will include the implications of the use of calculators; spreadsheets; computers and programming; and the internet as a resource and learning environment.

EDMA611 Number Learning in the Early Years                                                                                    10 cp

This unit provides an overview of current directions and issues in numeracy and mathematics education in the early years of primary school, with particular reference to key research papers and state and national curriculum documents. The unit offers students a research-based overview of the ways in which the understanding of Number develops and how this can be enhanced in the early years of schooling. Key “growth points” in early number learning will be shared from the literature, and participants will become familiar with and use a one-to-one interview, to assess in detail children’s understanding and use of key ideas and strategies. There will be a major emphasis in this unit on understanding and developing children’s mental computation strategies. Implications for classroom practice for both school and pre-school will then be explored.

EDMA612 Measurement and Space in the Early Years                                                                         10 cp

This unit offers students an overview of the ways in which the understanding of measurement and geometrical ideas develop and can be enhanced in the early years of schooling. Relevant research will be reviewed and critiqued. Key “growth points” will be considered, and participants will become familiar with and use a one-to-one interview, intended to assess in detail children’s understanding and use of the key ideas and strategies. Participants will explore and critique assessment tools and teaching strategies for enhancing children’s understanding in these areas. There will be a focus on teachers’ own skills and knowledge of measurement and geometry.

EDMA613 Intervention: Identification and ProgramStructure                                                              10 cp

This unit is the first in a series of two units particularly intended for teachers wishing to implement a daily special assistance mathematics program in a primary school. The unit considers research on key growth points in young children’s development of number ideas and strategies, with a particular emphasis on difficulties and ‘barriers’ to children’s understanding. Assessment tasks that enable teachers to recognise children’s zones of proximal development and diagnose particular learning difficulties will be explored and used. A process for identifying and prioritising children who would benefit from additional assistance will be explored. The key features of an effective program for additional assistance for groups and individuals will be discussed and implemented.

EDMA614 Intervention: Effective Strategies                                                                                         10 cp

This unit is the second unit in a sequence designed for teachers wishing to implement a daily specialised assistance program in a school. However, teachers who wish to provide additional assistance within the classroom may also benefit from taking this unit. The unit explores research-based strategies and activities for assisting children to reach key targets in Counting, Place Value, Addition and Subtraction and Multiplication and Division. Issues in planning effective additional assistance programs, continuing assessment, program reviews, and home/school partnerships will be explored. The roles of children’s affective characteristics, problem-solving, metacognition and reflection in developing young children’s mathematical understanding will be considered also.

EDMA615 Resources and Effective Teaching Strategies in Early Years Mathematics                           10 cp

In this unit, students will explore critically a range of resources that may be appropriate for children’s mathematics learning. The unit will consider current research and classroom implications regarding the selection, use and effectiveness of appropriate manipulative materials, print resources, and calculator and computer technology. Students will explore and critique Australian and international research on effective mathematics teaching strategies in the early years. Research on the effective use of games in the mathematics classroom will be explored also.

EDMA616 Leadership and Teamwork in Early Years Mathematics                                                       10 cp

This unit provides students with the knowledge and tools to take on a leadership role in early years mathematics. Research from the Early Numeracy Research Project and elsewhere on the role of the leader in early years mathematics will be explored, as will strategies for building teamwork, planning a school mathematics curriculum, developing and using resources, and supporting colleagues in the classroom. Issues of working with the school administration and developing home/school/community links will be addressed also.

EDMA617 Current Developments in Numeracy (National and Global)                                                  10 cp

This unit is designed to establish a definition of numeracy and to chart developments in the history of numeracy education, including initiatives occurring in Australia and overseas. The implications of contemporary theory and research practice for classroom practice in numeracy education will be carefully reviewed and evaluated.

Students will develop and apply advanced strategies for the explicit teaching of numeracy involving whole class, group and individual instruction, focusing on the development of estimation and appropriate calculation skills by children.

EDMA618 Teaching for Learning in Numercy K-8                                                                                 10 cp

This unit is designed to focus specifically on students’ construction of meaning of mathematical ideas in numeracy contexts, especially in the early childhood years. The ways in which students develop mathematical knowledge, skills and understandings as their numeracy learning progresses will be investigated in detail.

Students will become familiar with relevant K-8 curriculum documents which outline the scope and continuum of outcomes and define the mathematical content and processes for effective numeracy learning. Strategies for teachers and schools to engage the wider community in students’ learning will also be developed.

EDMA619 Trends, Issues and Research in Numeracy Education                                                          10 cp

This unit allows students to examine the research literature in numeracy education in order to identify an area of personal research interest. Students will examine contemporary issues and choose a research topic. They will conduct a literature review leading to the development of a suitable research question and investigate appropriate research methodologies.

EDMA620 Numeracy Education Project                                                                                                10 cp

This unit provides students with the opportunity to fully investigate a topic of interest or issue of concern in the field of numeracy education. Within the framework of the preceding 3 units students have developed an area of interest related to their own professional practice. The numeracy project enables the opportunity for research in an aspect of the scholarship and practice of numeracy education, in negotiation with the course co-ordinator and under the supervision of a faculty staff member.

EDMA622 Assessment of Mathematical Understanding to Inform Teaching                                         10 cp

This unit addresses key issues in mathematics education with a focus on learning and assessment and meeting the needs of individual students. The unit examines theoretical frameworks for assessment in mathematics, and critically evaluates models and practices in assessment. One aim is to develop expertise in assessment practices. The unit includes analysis and critical examination of influences on mathematics learning, including cognitive, affective, cultural and social factors, and considers the implications for teaching practice. In this regard, social justice issues for marginalised groups will also be explored. The unit also considers the research related to the use of effective use of resources for learning, including issues such as the use of manipulatives and ICT.

EDMA623 Beyond Number: Measurement and Space in Primary Years                                               10 cp

This unit offers students an overview of the ways in which the understanding of measurement and spatial ideas develop and can be enhanced in the primary school. Relevant research will be reviewed and critiqued. Key points in the development of student understandings and their use of strategies will be considered. Participants will explore and critique teaching strategies and assessment tools for enhancing children’s understanding in these areas. In relation to further developing children’s understandings, students will be challenged to consider issues such as the effective use of concrete materials, the place of open-ended tasks, and how to effectively dispel misconceptions related to measurement and space. There will be a focus on teachers’ own skills and knowledge of measurement and geometry.

EDMA624 Chance Data Pattern and Algebra in Primary and Middle Years                                          10 cp

This unit offers students an overview of the ways in which the understanding of chance, data, patterns and algebraic thinking develop and can be enhanced in the early and middle years of schooling. Major components of this unit include: key points in the development of students’ understanding of patterns and number structure that lead to the foundations of algebraic thinking; activity that enhances the abstraction of this knowledge to more formal algebraic ideas; and the development of probabilistic reasoning and data handling and interpretation. Participants will explore and critique relevant research, including that which provides insights into teaching strategies for enhancing students’ understanding, and for addressing misconceptions. There will be a focus on the teachers’ own skills and knowledge of chance, data, patterns, and algebra.

EDMA625 Issues for Effective Learning and Teaching in Numeracy                                                     10 cp

This unit is designed to challenge students to consider issues of relevance to effective learning and teaching of mathematics. Such issues may include grouping, gender, mixed experience teaching, extending students, cultural factors, language issues, social justice issues, numeracy across the curriculum, and engaging the community in students’ learning of mathematics. Implications of these issues for mathematics learning will be examined critically in light of research specifically in the field of mathematics learning and teaching. Implications for teacher practice will be explored also by taking account of research on characteristics of effective mathematics teachers.

EDMA626 Making Connections in Mathematics: Development of Rational Number                             10 cp

This unit provides an overview of current directions and issues in the development of rational number (fractions, decimals, percentages, ratio), with an emphasis on the middle years of schooling. Reference will be made to key research papers and state and national curriculum documents. The unit offers students a research-based overview of the ways in which the understanding of these concepts develops and how this can be enhanced in the mathematics classroom. Key points in the development of student understandings of rational number and ratio will be shared from the literature. There will be a major emphasis in this unit on the development of relational understanding. There will be a focus on teachers’ own skills and knowledge of rational number, and on the key role which this content can play in students’ perceptions of themselves as learners of mathematics.

EDMA627 Making Connections: Early and Whole Number Development                                             10 cp

This unit provides an overview of current directions and issues regarding whole number learning in the primary school, with particular reference to key research papers, state and national curriculum documents, and social justice for marginalised groups. The unit offers students a research-based overview of the ways in which the understanding of whole number concepts develop, the difficulties some children experience and how number learning can be enhanced in the primary mathematics classroom. Informed by Australian and international research, key stages in students’ developing understandings of whole number concepts will be explored. The unit will include debate, informed by research, about understanding and developing children’s mental computation and estimation strategies, and the role of children’s invented algorithms and strategies in number learning.