Availabilities:

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

Unit Summary

Unit type

UG Coursework Unit

Credit points

12

AQF level

7

Level of learning

Advanced

School/College

School of Education

Unit aim

Focuses on current issues in the teaching and assessment of mathematics and numeracy in early childhood settings and primary classrooms. A particular emphasis is on developing differentiated strategies for numeracy teaching in diverse classrooms and the effective use of ICTs in mathematics education.

Unit content

Module 1: Mathematics and difference

  • Equity and diversity in mathematics education
  • Inclusive mathematics teaching strategies
  • Mathematics and Aboriginal and Torres Strait Islander student education
  • Mathematics and EAL/D 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

  • Role and value of mathematics in the broader school curriculum and the relationship between mathematics, numeracy and literacy
  • Place of primary mathematics in the continuum of learning, EC–K, and in K–12, including a particular understanding of the links between Stage 3 and Stage 4
  • Mathematics K–10 Syllabus, Support Documents and NSW Primary Curriculum Foundation Statements, Early Years Learning Framework
  • Theories of mathematics learning and instruction
  • Productive pedagogies, quality teaching in the teaching of mathematics
  • Issues in teaching number, number sense and mental computation including the understanding that mathematical learning begins at birth
  • 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.

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: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
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 Knowledge of a discipline Lifelong learning
2 design differentiated teaching and learning strategies to meet the needs of diverse classrooms/early childhood settings and to empower learners across key transition points Knowledge of a discipline
3 design formative and summative assessment tasks with feedback, moderation and reporting Cultural competence
4 analyse contemporary approaches to addressing the needs of low attaining students in mathematics and numeracy Knowledge of a discipline
5 demonstrate effective use of ICTs for teaching and learning of mathematics in diverse classrooms/early childhood settings Knowledge of a discipline Cultural competence

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: Knowledge of a discipline
    • GA5: Lifelong learning
  2. design differentiated teaching and learning strategies to meet the needs of diverse classrooms/early childhood settings and to empower learners across key transition points
    • GA4: Knowledge of a discipline
  3. design formative and summative assessment tasks with feedback, moderation and reporting
    • GA7: Cultural competence
  4. analyse contemporary approaches to addressing the needs of low attaining students in mathematics and numeracy
    • GA4: Knowledge of a discipline
  5. demonstrate effective use of ICTs for teaching and learning of mathematics in diverse classrooms/early childhood settings
    • GA4: Knowledge of a discipline
    • GA7: Cultural competence

Prescribed texts

  • Most students will have this text from EDU20009.: Jorgensen, R. & Dole, S, 2011, Teaching Mathematics in Primary Schools, 2nd, Allen and Unwin, Crows Nest, Sydney. ISBN: 978 1 74175 723 1.
Prescribed texts may change in future study periods.