Bachelor of Mathematics Education
University of Wollongong
About
The Bachelor of Mathematics Education is a four-year degree that involves deepening your mathematical knowledge and developing the skills to implement this knowledge in modern secondary classrooms.Teaching the next generation of mathematicians requires specific skills, and in the Bachelor of Mathematics Education degree you will combine studying mathematics and education subjects at university with extensive professional experience in secondary schools.
Mathematics subjects including calculus, algebra, statistics and mathematical modelling are complemented with education subjects about teaching strategies, building your professional teaching skills, developing children’s literacy and numeracy skills, teaching children with special needs, using ICT in the classroom and classroom management.
Structure
The Bachelor of Mathematics Education requires:
- The successful completion of at least 192 credit points as specified in the table below.
- The successful completion of the compulsory Professional Experience components embedded in the course.
- Students must successfully complete 36 credit points from the Year 1 subjects to be eligible for the first Professional Experience and to enrol in Year 2 subjects. Students should also note that a number of subject pre-requisites will be in place throughout the course.
- Students must have successfully completed all core subjects and the Literacy and Numeracy Test (LANTITE) and be enrolled in any annual and final semester core subjects to be eligible for their final Professional Experience.
- Students must have successfully completed all subject requirements, including the teaching performance assessment (UOW TPA) in EDPS402, to be eligible to graduate.
Students who wish to complete the equivalent of a Mathematics major are required to undertake MATH222, plus a minimum of 24 credit points in Mathematics at 300 level or higher. This may require you to take more than the minimum credit point requirement for this degree.
Year 1
Autumn
| Subject Code | Subject Name | Credit Points | Session(s) |
|---|---|---|---|
| PSYS150 | Foundations of Human Development and Behaviour | 6 | Autumn |
| MATH187 | Mathematics 1: Algebra and Differential Calculus | 6 | Autumn |
| MATH100 | Introduction to Mathematics | 6 | Autumn |
| CSIT110 | Fundamental Programming with Python | 6 | Autumn |
Spring
| Subject Code | Subject Name | Credit Points | Session(s) |
|---|---|---|---|
| MATH123 | Discrete Mathematics and Difference Equations | 6 | Spring |
| MATH188 | Mathematics 2: Series and Integral Calculus | 6 | Spring |
| STAT101 | Introduction to Statistics | 6 | Spring |
| MATH270 | Reflective Communication of Mathematics | 6 | Spring |
Year 2
Autumn
| Subject Code | Subject Name | Credit Points | Session(s) |
|---|---|---|---|
| EDPS200 | Education Foundations: Introduction to Teacher Education | 6 | Autumn |
| MATH201 | Multivariate and Vector Calculus | 6 | Autumn |
| MATH202 | Differential Equations: Analysis and Applications | 6 | Autumn |
Plus ONE of the following*:
| Subject Code | Subject Name | Credit Points | Session(s) |
|---|---|---|---|
| MATH222 | Real Analysis | 6 | Autumn |
| STAT201 | Random Variables and Estimation | 6 | Autumn |
Spring
| Subject Code | Subject Name | Credit Points | Session(s) |
|---|---|---|---|
| EDPS201 | Quality Teaching and Learning in Secondary Education I | 6 | Spring |
| EDSM202 | Mathematics Pedagogy 1 | 6 | Spring |
| EDPS302 | Creating Positive Learning Environments | 6 | Spring |
| EDAE302 | Aboriginal Education | 6 | Spring |
Year 3
Autumn
| Subject Code | Subject Name | Credit Points | Session(s) |
|---|---|---|---|
| EDPS222 | Teachers as Communicators | 6 | Autumn |
| EDLE301 | Learners With Exceptional Needs | 6 | Autumn |
| EDPS301 | Quality Teaching and Learning in Secondary Education II | 6 | Autumn |
| EDIC401 | Effective use of ICT for Teaching & Learning | 6 | Autumn |
Spring
| Subject Code | Subject Name | Credit Points | Session(s) |
|---|---|---|---|
| MATH203 | Linear Algebra and Groups | 6 | Spring |
| MATH205 | Numerical Methods | 6 | Spring |
| EDLD302 | Teaching Culturally and Linguistically Diverse Students | 6 | Spring |
Plus ONE of the following:
| Subject Code | Subject Name | Credit Points | |
|---|---|---|---|
| Any 300 or 400 level subject with the prefix MATH, STAT or INFO * | 6 | Spring | |
| MATH212 | Mathematical Modelling | 6 | Spring |
Year 4
Autumn
| Subject Code | Subject Name | Credit Points | Session(s) |
|---|---|---|---|
| EDPS401 | Quality Teaching and Learning in Secondary Education III | 6 | Autumn |
| EDSM401 | Mathematics Pedagogy 2 | 6 | Autumn |
| MATH305 | Partial Differential Equations | 6 | Autumn |
| Plus ONE subject at 300 or 400 level with the prefix MATH, STAT or INFO * | 6 | Autumn |
Spring
| Subject Code | Subject Name | Credit Points | Session(s) |
|---|---|---|---|
| EDPS402 | Leadership,Management & Professional Learning in Secondary Education | 12 | Spring |
| Plus TWO elective subjects from the School of Education or the General Schedule** | 12 | Spring |
* Students who wish to complete the equivalent of a Mathematics major are required to undertake MATH222, plus a minimum of 24 credit points in Mathematics at 300 level or higher.
** It is recommended that this elective be drawn from the School of Education which accommodates for the seven-week professional experience completed as part of EDPS402. Alternatively, students may choose to complete an elective in Autumn or Summer prior to commencing their professional experience.
For information regarding timetables, tutorials, and classes please the visit the Timetables and Classes page.
Compulsory Work Placement / Online Components
Learning outcomes
Course Learning Outcomes are statements of learning achievement that are expressed in terms of what the learner is expected to know, understand and be able to do upon completion of a course. Students graduating from this course will be able to:
CLO Description 1 Demonstrate broad and coherent theoretical and practical knowledge of educational principles within the context of secondary mathematics teaching 2 Demonstrate coherent core knowledge of the fundamentals of mathematics and statistics 3 Demonstrate their depth and breadth of knowledge in one or more discipline areas of pure mathematics, applied mathematics or statistics 4 Demonstrate cognitive and technical skills to create learning tools, critically review, analyse, synthesise and solve problems within the field of mathematics education 5 Demonstrate their critical thinking and judgement skills when problem solving and identifying the complexities of their role as secondary mathematics teachers 6 Demonstrate the ability to clearly communicate educational concepts and mathematical principles within the teaching environment 7 Demonstrate autonomy and problem solving ability in professional practice, including differentiation of pedagogical strategies, planning teaching and learning activities and reflection on practice within secondary mathematics teaching contexts 8 Demonstrate their capacity to be reflective practitioners with an evolving understanding of the multi-faceted role of the teacher within the learning environment
Institution
