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Unit of Study EDU20009 - Mathematics Education: Curriculum and Pedagogy (2016)

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Unit Snapshot

  • Unit type

    UG Coursework Unit

  • Credit points

    12

  • AQF level

    7

  • Level of learning

    Intermediate

  • Former School/College

    Former School of Education

  • Enrolment information

    N/A

Unit description

Develops an understanding of the nature and role of mathematics. Focuses on the learning and teaching of a range of topics in the Early Years Learning Framework, the NSW Syllabus for Mathematics K-10 and in the Australian Curriculum for Mathematics F-10 including Number and Algebra, Measurement and Geometry, Statistics and Probability.

Unit content

Topic 1: Teaching Strategies

  1. Knowledge base underpinning the principles and practices of teaching and learning mathematics
  2. Models of pedagogy for teaching and assessing mathematics
  3. Range of strategies for teaching and assessing mathematics
    • mathematical thinking and problem-solving techniques
    • planning, conducting and communicating results of mathematical processes
    • central ideas in mathematics and common student misconceptions       
  4. Mathematics Curriculum documents
    • NSW Mathematics K-10 Syllabus (2013), Support Documents and NSW Primary Curriculum Foundation Statements
    • Australian Mathematics Curriculum,
    • QLD documents supporting implementation of the Australian Mathematics Curriculum
    • EYLF

Topic 2: Number and Algebra

  1. Curriculum rationale
  2. Approaches to teaching number and algebra; fractions, decimals and percentage; ratio and proportion
  3. Basic concepts and processes
  4. Current teaching approaches for the sub strands of the strand Number and Algebra
  5. Students’ difficulties and misconceptions.

Topic 3: Measurement and Geometry

  1. Curriculum rationale
  2. Basic concepts and processes
  3. Current teaching approaches for the sub strands of 2- and 3-D space
  4. Tessellation and symmetry, position, location and arrangement.
  5. Measurement.
  6. Students’ difficulties and misconceptions.

Topic 4: Statistics and Probability

  1. Curriculum rationale
  2. Basic concepts and processes
  3. Current teaching approaches.
  4. Working with data (basic statistical literacy) including planning, gathering, organizing, applying data to solve problems, and communicating results through the selection of appropriate representations
  5. Students’ difficulties and misconceptions.

Topic 5: Working Mathematically

  1. Curriculum rationale; linking strands and processes
  2. Basic terms and concepts; processes and strategies for:
  • Communicating
  • Problem Solving
  • Reasoning
  • Understanding
  • Fluency.

Topic 6: Planning for teaching in the mathematics classroom

  1. Resources for teaching
  2. Program Builder
  3. Technology resources
  4. Resources for professional development.
  5. Assessment

Availabilities

Location Domestic International
Coffs Harbour Session 1 Session 1
Gold Coast Session 1 Session 1
Lismore Session 1 Session 1
Online Session 1 N/A

Learning outcomes and graduate attributes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
Learning outcome count Learning outcome description GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 demonstrate a sound knowledge of relevant national and state syllabuses and early childhood curriculum requirements
2 analyse contemporary pedagogical approaches to teaching mathematics in early childhood and primary contexts, and employ appropriate curriculum documents in planning mathematics teaching
3 design teaching and learning strategies that may employ ICTs to maximise student engagement and inclusivity
4 incorporate both formative and summative assessment as specified in the relevant Maths syllabuses and frameworks and interpret student assessment data to evaluate student learning and modify teaching practice
5 meaningfully integrate mathematics across other KLAs and across key transition points (early childhood/primary/secondary)

On completion of this unit, students should be able to:

  1. demonstrate a sound knowledge of relevant national and state syllabuses and early childhood curriculum requirements
    • GA4:
  2. analyse contemporary pedagogical approaches to teaching mathematics in early childhood and primary contexts, and employ appropriate curriculum documents in planning mathematics teaching
    • GA4:
    • GA5:
  3. design teaching and learning strategies that may employ ICTs to maximise student engagement and inclusivity
    • GA4:
    • GA5:
  4. incorporate both formative and summative assessment as specified in the relevant Maths syllabuses and frameworks and interpret student assessment data to evaluate student learning and modify teaching practice
    • GA4:
  5. meaningfully integrate mathematics across other KLAs and across key transition points (early childhood/primary/secondary)
    • GA4:
    • GA6:

Prescribed learning resources

Prescribed Texts
  • No prescribed texts.

Prescribed Learning Resources may change in future Teaching Periods.