Undergraduate TAS-EPR322-2022
Inclusive Mathematics
$2,108 $0
Your upfront cost: $0
Duration
14 weeks
Study method
100% Online
Available loans
- HECS-HELP
- FEE-HELP
Assessments
100% online
Prior study
Required
Start dates
- 11 Jul 2022
QS RANKING 2022
18
Times Higher Education Ranking 2022
23
Subject details
Upon completion of this subject, the student should be able to:
- Reflect on the necessary attitudes and professional values needed in order to meet the diverse learning needs of students in mathematics classrooms, including a commitment to social justice, inclusion, engagement and achievement.
- Design, develop and justify mathematical learning experiences, including assessment, for students with diverse learning needs.
- Analyse and synthesise scholarly literature relevant to identifying and catering for the diverse needs of students and apply that knowledge in the context of mathematics teaching and learning.
- Communicate in written and oral forms in a scholarly manner and engage in constructive discussion with peers.
-
- Module 1: Diversity in mathematics classrooms.
- Module 2: Planning for inclusive mathematics
- Module 3: Developing specific strategies
- Preparing AT3: workshop/guidelines task
You must have successfully completed the following subject(s) before starting this subject:
Additional requirements
No additional requirements
This Subject provides a range of strategies to cater for students with diverse needs in learning mathematics. The learning needs may include: difficulties directly related to the learning of mathematics, such as dyscalculia; difficulties that are not directly related to mathematics, such as literacy obstacles; or other learning differences, such as those which stem from cultural differences or exceptionality. The range of students also includes those who are gifted in learning mathematics. The subject is based on two justifiable premises: first, that all students are able to engage successfully with an appropriately challenging mathematics curriculum but may do so in different ways; and second, that teachers have a responsibility to provide high quality learning experiences, supported by pedagogical reasoning, to all students.
- Group Presentation. (40%)
- Planning for inclusion (30%)
- Online Discussion and Reflection. (30%)
Current study term: 10 Jul 22 to 16 Oct 22
Check the learning management system (LMS) of your university for textbook details.