1 x 2-hour workshop weekly
1 Admission into BSE-Bachelor of Special Education
1a Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
1b Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1c Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1d Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1e Admission into MEDLM-Master of Education (Leadership and Management)
1f Admission into MEDSE-Master of Education (Special Education)
1g Admission into MEDWS-Master of Education
1h Admission into GCECP-Graduate Certificate in Education (Cog Psych & Educational Prac)
1i Admission into GCEHE-Graduate Certificate in Education (Higher Education)
1j Admission into GCEIB-Graduate Certificate in Education (Intl Baccalaureate Middle Yrs Prog)
1k Admission into GCELM-Graduate Certificate in Education (Leadership and Management)
1l Admission into GCESE-Graduate Certificate in Education (Special Education)
1m Admission into GCEWS-Graduate Certificate in Education
1n Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1o Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1p Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1q Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1r Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1s Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1t Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years]
1u Admission into MEDWSP-Master of Education [1.5 years]
1v Admission into GCE-Graduate Certificate in Education
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
3 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
3a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
3e 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 1n or 1o or 1p or 1q or 1r or 1s or 1t or 1u or 1v)) or ((2 or 2a or 2b or 2c)) or ((3 or 3a or 3b or 3c or 3d or 3e) 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 completion of this topic you will be expected to be able to:

  1. Describe major theories of numeracy acquisition
  2. Demonstrate awareness of key skills and knowledge needed for development of numeracy
  3. Demonstrate understanding that the educational elements of curriculum, instruction, assessment, learning, engagement and behaviour are interdependent
  4. 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

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.


If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.