Availabilities:

Location Domestic International
Gold Coast
Online N/A

Unit Summary

Unit type

UG Coursework Unit

Credit points

12

Faculty/College

Faculty 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.

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
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
3 design formative and summative assessment tasks with feedback, moderation and reporting
4 analyse contemporary approaches to addressing the needs of low attaining students in mathematics and numeracy
5 demonstrate effective use of ICTs for teaching and learning of mathematics in diverse classrooms/early childhood settings

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
  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
  3. design formative and summative assessment tasks with feedback, moderation and reporting
  4. analyse contemporary approaches to addressing the needs of low attaining students in mathematics and numeracy
  5. demonstrate effective use of ICTs for teaching and learning of mathematics in diverse classrooms/early childhood settings

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 teaching periods.