1 x 2-hour workshop weekly
1 Admission into GCE-Graduate Certificate in Education
1a Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1b Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1c Admission into MEDLM-Master of Education (Leadership and Management)
1d Admission into MEDSE-Master of Education (Special Education)
1e Admission into MEDWS-Master of Education
1f Admission into GCECP-Graduate Certificate in Education (Cog Psych & Educational Prac)
1g Admission into GCESE-Graduate Certificate in Education (Special Education)
1h Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1i Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1j Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1k Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1l Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1m Admission into MEDWSP-Master of Education [1.5 years]
2 Admission into MED-Master of Education
2a Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
2b Admission into MISE-Master of Inclusive and Specialised Education
2c Admission into MLE-Master of Leadership in Education
2d Admission into MCPEPA-Master of Cognitive Psychology and Educational Practice
2e Admission into MISEA-Master of Inclusive and Specialised Education
2f Admission into MLEA-Master of Leadership in Education
3 Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3a Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3b Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3c Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
4 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m)) or ((2 or 2a or 2b or 2c or 2d or 2e or 2f)) or ((3 or 3a or 3b or 3c) and 4))
Enrolment not permitted
EDSP9060 has been successfully completed
Topic description
In this topic students will focus on key issues related to learning problems in numeracy and will consider how the broader perspective of numeracy may add relevance to the learning of mathematics. Students will examine causes of numeracy difficulties and consider implications for intervention. Attention will be given to selecting suitable assessment processes, curriculum content, and effective teaching strategies for students with numeracy difficulties.
Educational aims
Through engaging in the topic participants will:

  • be aware of current numeracy research that informs curriculum development
  • develop skills to carry out diagnostic assessments to determine numeracy teaching and learning goals
  • develop knowledge and skills to implement numeracy intervention programs for students with learning difficulties
Expected learning outcomes
On completing this topic students will be able to:

  • describe major theories of numeracy acquisition
  • be aware of key skills and knowledge needed for development of numeracy
  • understand that the educational elements of curriculum, instruction, assessment, learning, engagement and behaviour are interdependent
  • recognise that the special educator's selection, adaptation, and creation of materials and instructional variables is guided by an understanding of the implications of an individual's unique characteristics

It is expected that as a result of work in this topic students will:

  • understand processes and contexts of learning
  • identify factors which may inhibit numeracy development
  • be familiar with a range of effective empirically-valid instructional strategies
  • be aware of appropriate technologies that support instructional planning and individualised instruction

It is expected that on completion of the topic students will have:

  • administered a range of curriculum-based assessments to monitor students' progress and to identify supports and adaptations required for individuals with diverse learning needs to access the curriculum
  • evaluated the selection of instructional strategies in the light of research evidence
  • selected classroom organisational options for developing numeracy
  • understood the need for educators to develop long-range individualised numeracy instructional plans anchored in both general and special curricula; systematically translate these individualised plans into carefully selected shorter-range goals and objectives taking into consideration an individual's abilities and needs, the learning environment, and a myriad of cultural and linguistic factors
  • planned and utilised a repertoire of effective numeracy instructional strategies to assist students achieve learning objectives, with an emphasis on the development, maintenance, and generalisation of knowledge and skills across environments and settings