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Inquiry in the Mathematics Classroom
UndergraduateCUR-EDP3432024
Course information for 2024 intake View information for 2025 course intake
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
- Study method
- 100% online
- Assessments
- 100% online
- Entry requirements
- Part of a degree
- Duration
- 13 weeks
- Price from
- $555
- Upfront cost
- $0
- Loan available
- HECS-HELP and FEE-HELP available
Inquiry in the Mathematics Classroom
About this subject
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
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 units, process of learning to measure, different types of probability, and data collection, organisation, representation and analysis.
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Find out more about the Academic Integrity module.
- Investigation Report (50%)
- Portfolio (50%)
For textbook details check your university's handbook, website or learning management system (LMS).
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Entry requirements
Part of a degree
To enrol in this subject you must be accepted into one of the following degrees:
Core
- CUR-BED-DEG-2024 - Bachelor of Education (Primary Education)
Elective
- CUR-FAST-DEG-2024 - Fast track your Curtin on campus study
Prior study
You must either have successfully completed the following subject(s) before starting this subject, or currently be enrolled in the following subject(s) in a prior study period; or enrol in the following subject(s) to study prior to this subject:
Please note that your enrolment in this subject is conditional on successful completion of these prerequisite subject(s). If you study the prerequisite subject(s) in the study period immediately prior to studying this subject, your result for the prerequisite subject(s) will not be finalised prior to the close of enrolment. In this situation, should you not complete your prerequisite subject(s) successfully you should not continue with your enrolment in this subject. If you are currently enrolled in the prerequisite subject(s) and believe you may not complete these all successfully, it is your responsibility to reschedule your study of this subject to give you time to re-attempt the prerequisite subject(s).
Others
You don't have to enrol in this subject if you have completed EDP245 Mathematics Education 2 as they are considered equivalents.
Additional requirements
No additional requirements
Study load
- 0.125 EFTSL
- This is in the range of 10 to 12 hours of study each week.
Equivalent full time study load (EFTSL) is one way to calculate your study load. One (1.0) EFTSL is equivalent to a full-time study load for one year.
Find out more information on Commonwealth Loans to understand what this means to your eligibility for financial support.
Student feedback
8 student respondents between 19 Feb - 9 Sept 2024.
87%of students felt the study load was manageable
100%of students felt this subject helped them gain relevant skills
Related degrees
Once you’ve completed this subject it can be credited towards one of the following courses
Bachelor of Education (Primary Education)
UndergraduateCUR-BED-DEG
Fast track your Curtin on campus study
UndergraduateCUR-FAST-DEG