Inquiry in the Mathematics Classroom
Develop a social constructivist approach to teaching and learning mathematics. Deepen your understanding of geometry and measurement, and statistics and probability strands of the curriculum. Demonstrate how these can be applied to everyday life
Your upfront cost: $0
- 25 Nov 2019
- 01 Jun 2020
- 30 Nov 2020
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At the completion of this subject students will be able to:
- demonstrate increased personal numeracy skills with particular reference to the Geometry and Measurement strand, and the Statistics and Probability strand of the Australian Curriculum: Mathematics
- appraise the effectiveness of a range of technologies and resources for learning mathematics and to incorporate these in designing learning sequences and lesson plans
- evaluate teaching strategies for helping children across the full range of abilities learn about Geometry and Measurement, and Statistics and Probability, as part of developing children's numeracy
- analyse how key concepts of the Geometry and Measurement strand and the Statistics and Probability strand can be applied in everyday life and used to interpret aspects of everyday life
- critique professional practice for teaching and assessing Geometry and Measurement, and Statistics and Probability through the proficiencies of problem solving and reasoning
- demonstrate understanding of how to integrate effective, research based, teaching and assessment strategies and methods appropriate for learners from diverse cultural backgrounds including Aboriginal and Torres Strait Islanders.
- Measurement – length
- Measurement – length, perimeter and area
- Measurement – time, angle
- Measurement – volume and capacity
- Measurement – mass
- Data handling – for inquiring and problem solving; integrating inquiry, data & measurement; integrating data handling and inquiry into other learning areas
- Probability – experiential, experimental and theoretical
- 2D shapes
- 3D objects
- Transformation, location, direction
- Review of problem solving and inquiry learning
- Web links
- Embedded Multimedia
- Resources and Links
You must have successfully completed the following subject(s) before starting this subject:
You don't have to enrol in this subject if you have completed EDP245 Mathematics Education 2 as they are considered equivalents.
No special requirements
Participants will continue to develop a social constructivist approach to teaching and learning mathematics, based on social cultural theories and their application to learning environments. There is an emphasis on the deep understanding of the Geometry and Measurement strand and the Statistics and Probability strand of the Australian Curriculum: Mathematics. There is continued development of teachers' mathematical content knowledge with particular reference to knowledge of spatial and measurement concepts for effective teaching, as well as those related to data handling, statistics and probability. Development of pedagogical content knowledge is centred on the investigation of appropriate use of a wide range of technologies and manipulatives and their application to learning and teaching. The main topics are 2D figures, 3D objects, transformations, symmetry, location, arrangement and direction, measurement attributes, standard and non-standard subjects, process of learning to measure, different types of probability, and data collection, organisation, representation and analysis. This subject emphasises the National Graduate Teaching Standard 2 - Know the content and how to teach it and the National Graduate Teaching Standard 3 - Plan for and implement effective teaching and learning.
Please Note: If it’s your first time studying a Curtin University subject you’ll need to complete their compulsory ‘Academic Integrity Program’. It only takes two hours to complete online, and provides you with vital information about studying with Curtin University. The Academic Integrity Program is compulsory, so if it’s not completed your subject grades will be withheld.
Find out more about the Academic Integrity module.
- Report (50%)
- Portfolio (50%)
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