Inquiry in the Mathematics Classroom

• • Measurement - teaching through an inquiry and problem solving approach
  • Measurement - Understanding attributes and understanding units. Selecting diagnostic tasks
  • Measurement - Direct measure
  • Measurement - Indirect Measure
  • Measurement - Estimation and Application
  • Data handling - using the PCAI Cycle in a problem based inquiry oriented classroom
  • Data Handling - practical considerations and data representation
  • Probability - experiential, experimental,and theoretical probability. Development through the use of games. Links to data handling cycle
  • Geometry - Links to measurement. Using inquiry and problem solving approaches
  • Geometry - 2D shapes
  • Geometry - 3D objects
  • Geometry - Transformations, symmetry, location
  • Unit Review and presentation of Child Study

• Study resources

  • Instructional methods

    • Audio/Video conferencing
    • Discussion forum/Discussion Board
    • Online assignment submission
    • Standard Media
    • Web links
    • Embedded Multimedia

  • Online materials

    • Resources and Links
    • Online Assessment

You must have successfully completed the following subject(s) before starting this subject:

CUR-EDP243-Children as Mathematical Learners

Others

You don't have to enrol in this subject if you have completed EDP245 Mathematics Education 2 as they are considered equivalents.

Special requirements

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.

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• Report (50%)
• Portfolio (50%)