Availabilities:

Location Domestic International
Coffs Harbour Session 2 Session 2
Gold Coast Session 2 N/A
Lismore Session 2 Session 2
Online Session 3 N/A

Unit Summary

Unit type

UG Coursework Unit

Credit points

12

AQF level

7

Level of learning

Advanced

Former School/College

Former School of Education

Unit aim

Focuses on current issues in the teaching and assessment of mathematics and numeracy in the Mathematics K-6 Syllabus. A particular emphasis is on planning for numeracy teaching to meet classroom diversity.

Unit content

Module 1: Mathematics and difference

  • Equity and diversity in mathematics education
  • Inclusive mathematics teaching strategies
  • Mathematics and Indigenous student education
  • Mathematics and non-English speaking background students; mainstream classroom strategies, systemic and community resources
  • Mathematics and gifted and talented students and differentiation of instruction
  • Learning difficulties and learning disabilities, inclusive practices, adapted curriculum
  • The learning framework in number; approaches to targeted intervention
  • Personalised learning plans, including:
    • instructional decisions, individualised learning plans, differentiated instruction
    • identifying and accessing support personnel and services
    • involving parent and community, ethics and responsibilities
    • monitoring.

Module 2: Mathematics and assessment

  • Approaches to assessment in early childhood settings and the primary classroom
  • Trends in assessment
  • Interview-based assessment; SENA testing, Newman's analysis
  • Principles and practices of reporting, including standardised reporting and reporting software
  • Alternative assessment models
  • Basic skills testing, including NAPLAN and Best Start
  • International comparison studies
  • Syllabus outcomes and indicators.

Module 3: Issues in teaching mathematics

  • Theories of mathematics learning and instruction
  • Productive pedagogies, quality teaching in the teaching of mathematics
  • Supporting literacy and numeracy through mathematics
  • Issues in teaching number, number sense and mental computation
  • The roles of formal algorithms and calculators
  • Using and applying mathematics in problem solving, mathematical modelling, word problems
  • Information and communications technology and the teaching of mathematics (including interactive whiteboards).

Learning outcomes

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.

GA1: , GA2: , GA3: , GA4: , GA5: , GA6: , GA7:
On completion of this unit, students should be able to: GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 analyse a wide range of current issues in teaching and learning mathematics and numeracy in early childhood and the primary school curriculum, and in assessing student performance in these areas
2 demonstrate a sound knowledge of a broad range of resources available, including technology, to inform planning and instruction in mathematics in diverse classrooms
3 apply the full range of relevant issues and considerations pertaining to the teaching, learning experiences and assessment of mathematics and numeracy in settings that meet particular needs of Indigenous students, non-English speaking background students, gifted and talented students and students with disabilities
4 analyse contemporary approaches to dealing with learning difficulties in mathematics and numeracy
5 demonstrate a knowledge of the role, construction and implementation of differentiated classroom programs and individual learning plans for students, drawing on the course topics of issues, diversity, and assessment.

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

  1. analyse a wide range of current issues in teaching and learning mathematics and numeracy in early childhood and the primary school curriculum, and in assessing student performance in these areas
    • GA4:
    • GA5:
  2. demonstrate a sound knowledge of a broad range of resources available, including technology, to inform planning and instruction in mathematics in diverse classrooms
    • GA4:
  3. apply the full range of relevant issues and considerations pertaining to the teaching, learning experiences and assessment of mathematics and numeracy in settings that meet particular needs of Indigenous students, non-English speaking background students, gifted and talented students and students with disabilities
    • GA7:
  4. analyse contemporary approaches to dealing with learning difficulties in mathematics and numeracy
    • GA4:
  5. demonstrate a knowledge of the role, construction and implementation of differentiated classroom programs and individual learning plans for students, drawing on the course topics of issues, diversity, and assessment.
    • GA5:
    • GA7:

Prescribed texts

  • Hyde, R & Edwards, J, 2014, Mentoring Mathematics Teachers, Routledge - Taylor & Francis Group, Oxon. ISBN: 9780415819909.

  • Hyde, R & Edwards, J., 2014, Mentoring Mathematics Teachers, Taylor & Francis Group, Oxon. ISBN: ISBN: 9780415819909.
Prescribed texts may change in future teaching periods.