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

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 Mathematics in contemporary classrooms

  • Knowledge base underpinning the principles and practices of teaching and learning mathematics
  • Mathematics – a brief historical and socially critical overview
  • Introduction to pedagogy for teaching and assessing mathematics
    • constructivism; social  and language roles
    • mathematical thinking and problem-solving; STEM
    • central ideas in mathematics and common misconceptions
  • Mathematics Curriculum documents
    • NSW Mathematics K-10 Syllabus (2013), Support Documents and NSW Primary Curriculum Foundation Statements
    • Australian Curriculum - Mathematics
    • QLD documents supporting implementation of the Australian Mathematics Curriculum
  •  EYLF

Topic 2:  Working Mathematically

  • Curriculum rationale: linking strands and processes; STEM
  • Concepts; processes and strategies for (CPRUF):
    • Communicating
    • Problem Solving
    • Reasoning
    • Understanding
    • Fluency
  • Teaching by working mathematically

Topic 3: Number and Algebra

  • Curriculum rationale
  • Approaches to teaching number and algebra; fractions, decimals and percentage; ratio and proportion
  • Basic concepts and processes
  • Current teaching approaches for the sub strands of Number and Algebra
  • Students’ difficulties and misconceptions.
  • Working Mathematically
  • Technology
  • Planning to teach Number and Algebra

Topic 4: Measurement and Geometry

  • Curriculum rationale
  • Basic concepts and processes
  • Current teaching approaches for the sub strands of 2D and 3D space
  • Tessellation and symmetry, position, location and arrangement
  • Measurement
  • Students’ difficulties and misconceptions
  • Working Mathematically
  • Technology
  • Planning to teach Measurement and Geometry

Topic 5: Statistics and Probability

  • Curriculum rationale
  • Basic concepts and processes
  • Current teaching approaches
  • Working with data (basic statistical literacy) including planning, gathering, organising, applying data to solve problems, and communicating results through the selection of appropriate representations
  • Students’ difficulties and misconceptions
  • Working Mathematically
  • Technology
  • Planning to teach Statistics and Probability

Topic 6: Planning for teaching in the mathematics classroom

  • Diversity; accommodation, adjustment and differentiation
  • Content and connections
    • Placement and enhancement
    • Syllabus and continuum (NSW); scope and sequence
  • Resources for planning
    • Program Builder
    • Technology resources
    • Textbooks, worksheets, online
  • Assessment
    • Mathematics specific assessment
    • Teaching  and Learning cycle
    • Afl, AoL, AaL

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.