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Coffs Harbour Session 1 Session 1
Gold Coast Session 1 Session 1
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Unit Summary

Unit type

UG Coursework Unit

Credit points

12

AQF level

7

Level of learning

Intermediate

Former School/College

Former School of Education

Pre-requisites

have completed unit/s: MAT10002 Mathematics and Numeracy

Co-requisites

be enrolled in or already completed EDU10128 - Introduction to Teaching

Anti-requisites

not have completed unit/s: EDU00405 - Mathematics Education II: Curriculum and Pedagogy

Unit aim

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

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 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 texts

  • Jorgensen, R & Dole, S, 2011, Teaching Mathematics in Primary Schools, 2nd edn, Allen and Unwin, Crows Nest, Sydney. ISBN: 978-1-74175-723-1.
Prescribed texts may change in future teaching periods.