Overview
Teaching for Mathematical Proficiency focuses on the development of professional knowledge that supports the teaching of Mathematics in primary schools in this unit. Students explore Mathematics content and experiment with pedagogical approaches for teaching mathematical reasoning and understanding. They evaluate the effect of ICTs and a range of resources, learning processes and teaching strategies on the development of mathematical proficiency. Students are introduced to the rationale, organisation and content of the Australian Curriculum: Mathematics and design plans for learning and teaching mathematical concepts and skills appropriate for specific year levels in the primary school. They explain and justify approaches to promoting numeracy development through reference to authoritative sources and identify strategies for informing and involving parents and carers in the educative process. Students demonstrate effective pedagogy in Mathematics through role play of examples of classroom practice including the use of ICTs to support mathematical understanding.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2021
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Moodle feedback
Moodle site
Refine the moodle site
Feedback from Moodle feedback
Assessment tasks
Assessment tasks need to align with the course content and be clear for students to complete
Feedback from Moodle feedback
Distance students one hour tutorial
Distance students tutorial to be extended to two hours
Feedback from Moodle feedback
Students' assignment questions during tutorials
Set up online forums and discussion pages for students to ask questions and to discuss course content and assignments
- Reflect critically on approaches to teaching Mathematics to improve professional knowledge and practice
- Apply research on effective practice to justify pedagogy that improves students’ mathematical proficiency and understanding of core concepts
- Recommend strategies, resources and learning activities that aid the transfer of mathematical understanding to real world contexts
- Evaluate the content, skills and teaching strategies of the learning area to identify ICTs and other resources that enhance understanding, fluency and reasoning in Mathematics
- Design well-structured lessons that engage learners in actively applying key mathematical skills to understand the content
- Use strategies that contribute to effective partnerships with parents/ carers in supporting students’ numeracy development
- Engage in opportunities for sharing and enhancing professional knowledge and practice through reflection and collaboration.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.2 Understand how students learn
2.1 Content and teaching strategies of the teaching area
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.3 Use teaching strategies
3.4 Select and use resources
3.6 Evaluate and improve teaching programs
3.7 Engage parents/carers in the educative process
6.2 Engage in professional learning and improve practice
7.3 Engage with the parents/carers
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Practical and Written Assessment - 50% | |||||||
| 2 - Presentation - 50% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Communication | |||||||
| 2 - Problem Solving | |||||||
| 3 - Critical Thinking | |||||||
| 4 - Information Literacy | |||||||
| 5 - Team Work | |||||||
| 6 - Information Technology Competence | |||||||
| 7 - Cross Cultural Competence | |||||||
| 8 - Ethical practice | |||||||
| 9 - Social Innovation | |||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Practical and Written Assessment - 50% | ||||||||||
| 2 - Presentation - 50% | ||||||||||
Textbooks
Helping childdren learn mathematics
3rd Australian Edition (2020)
Authors: Robert E Reys; Anna Rogers; Sue Bennett; Audrey Cooke; Kyley Robson; Bronwyn Ewing; John West
Wiley
Milton Milton , QLD , Australia
ISBN: 9780730369288
Binding: eBook
Additional Textbook Information
Both paper and eBook versions can be purchased through the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
m.gronow@cqu.edu.au
Module/Topic
- Introduction to EDCU12038
- Mathematics in our world
- Learning mathematics
Chapter
Chapter 1
- What is mathematics (Section 1.1)
- Mathematics taught (Section 1.2)
- Where you can get support (Section 1.3)
Chapter 2
- Supporting diverse learners (Section 2.1)
- Procedural and conceptual knowledge (Section 2.2)
- How do children learn mathematics (Section 2.3)
- How to help children make sense of mathematics (Section 2.4)
Events and Submissions/Topic
Module/Topic
- Planning and teaching mathematics
- Assessment and feedback
Chapter
Chapter 3
- Effective planning and preparation (Section 3.1)
- Planning for effective teaching (Section 3.2)
- Levels of planning (Section 3.3)
- Planning different lessons (Section 3.4)
- Needs of students (Section 3.5)
- Assessment of planning (Section 3.6)
Chapter 4
- Enhancing learning and teaching (Section 4.1)
- Information on student learning (Section 4.2)
- Assessing students' learning (Section 4.3)
- Record keeping and communicating assessment (Section 4.4)
Events and Submissions/Topic
Module/Topic
- Doing mathematics
- Problem solving
Chapter
Chapter 5
- Understanding (Section 5.1)
- Fluency (Section 5.2)
- Problem solving (Section 5.3)
- Reasoning and Proof (Section 5.4)
- Communication (Section 5.5)
- Connections (Section 5.6)
- Representations (Section 5.7)
Chapter 6
- What is problem solving (Section 6.1)
- Teaching through problem solving (Section 6.2)
- Strategies for problem solving (Section 6.3)
- Looking back (Section 6.4)
- Helping students to solve problems (Section 6.5)
Events and Submissions/Topic
Module/Topic
- Counting and number sense
Chapter
Chapter 7
- Developing number sense (Section 7.1)
- Counting principles (Section 7.2)
- Counting strategies (Section 7.3)
- Cardinal, ordinal and nominal numbers (Section 7.4)
- Writing numbers (Section 7.5)
Events and Submissions/Topic
Module/Topic
-
Place value and number sense
Chapter
Chapter 8
- Our number system (Section 8.1)
- Nature of place value (Section 8.2)
- Beginning place value (Section 8.3)
- Consolidating place value (Section 8.4)
- Extending place value (Section 8.5)
- Reading and writing numbers (Section 8.6)
- Rounding (Section 8.7)
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
-
The four operations
Chapter
Chapter 9
- Number sense and computational fluency (Section 9.1)
- Meaning of the four operations (Section 9.2)
- Mathematical properties (Section 9.3)
- Overview of basic facts (Section 9.4)
- Thinking strategies (Section 9.5)
Events and Submissions/Topic
Assessment Task 1
Due: Week 6, Thursday, 26 Aug 2021, 11:45 pm AEST
Research Investigation (Evaluation of practice and planning) Due: Week 6 Thursday (26 Aug 2021) 11:45 pm AEST
Module/Topic
- Mental Computation, calculators and estimation
Chapter
Chapter 10
- Calculators (Section 10.1)
- Mental computation (Section 10.2)
- Estimation (Section 10.3)
Events and Submissions/Topic
Module/Topic
- Solving problems with written strategies
Chapter
Chapter 11
- Emergent understanding and experiences (Section 11.1)
- Addition (Section 11.2)
- Subtraction (Section 11.3)
- Multiplication (Section 11.4)
- Division (Section 11.5)
- Finding the balance between practice and proficiency (Section 11.6)
Events and Submissions/Topic
Module/Topic
-
Fractions and decimals
Chapter
Chapter 12
- Concept of a fraction (Section 12.1)
- Operation with fractions (Section 12.2)
- Concept of a decimal (Section 12.3)
- Operation with decimals (Section 12.4)
Events and Submissions/Topic
Module/Topic
- Number theory
Chapter
Chapter 14
- Number theory in primary mathematics (Section 14.1)
- Number theory topics for primary mathematics (Section 14.2)
- Other number number theory topics (Section 14.3)
Events and Submissions/Topic
Module/Topic
- Pattern and algebraic thinking
Chapter
Chapter 15
- Problems, patterns and relations (Section 15.1)
- Language and symbols of algebra (Section 15.2)
- Modelling, generalising and justifying (Section 15.3)
Events and Submissions/Topic
Module/Topic
Group presentations - Strategies for teaching numeracy
Chapter
Events and Submissions/Topic
Assessment Task 2
Due: Week 12, Thursday, 7 Oct 2021, 11:45 pm AEST
Group Presentation - Justifying a pedagogical approach Due: Week 12 Friday (8 Oct 2021) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical and Written Assessment
In this assessment task you will explore one content description of the Australian Curriculum: Mathematics. You will reflect on your disposition to the mathematical concept of the content description and investigate the current research in the teaching and learning of the concept. You will develop your own mathematics lesson based on the chosen content description and reflect on your improved professional understanding of mathematics teaching and learning.
Week 6 Thursday (26 Aug 2021) 11:45 pm AEST
Please submit the task as one document with your name in the file name it is saved under.
Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary for students' preparation for the next task.
1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
2.1 Content and teaching strategies of the teaching area
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
3.3 Use teaching strategies
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.3.7 Engage parents/ carers in the educative process
Describe a broad range of strategies for involving parents/carers in the educative process.6.2 Engage in professional learning and improve practice
- Reflect critically on approaches to teaching Mathematics to improve professional knowledge and practice
- Apply research on effective practice to justify pedagogy that improves students’ mathematical proficiency and understanding of core concepts
- Evaluate the content, skills and teaching strategies of the learning area to identify ICTs and other resources that enhance understanding, fluency and reasoning in Mathematics
- Design well-structured lessons that engage learners in actively applying key mathematical skills to understand the content
- Engage in opportunities for sharing and enhancing professional knowledge and practice through reflection and collaboration.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
2 Presentation
This assessment task provides an opportunity for you to work collaboratively with your peers to demonstrate your shared knowledge of teaching and learning mathematics that supports students' conceptual understanding and proficiency in learning mathematics. By accessing the content from this unit, you will be required demonstrate appropriate pedagogical approaches and develop strategies for engaging students in learning mathematics. Finally, you will demonstrate your own conceptual understanding proficiency in mathematics, through a presentation to be given to the school community, which could include colleagues, parents, carers and others.
Week 12 Friday (8 Oct 2021) 11:45 pm AEST
Presentations will occur during scheduled tutorial and Zoom sessions or as negotiated with tutor. Each student must upload the group participation sheet, word doc of presentation resources, and reference list by due date above irrespective of the date of the presentation.
Feedback on the final assessment task will be provided following moderation and prior to the date of certification of grades for the term.
The full rubric for this assessment task can be downloaded from the Moodle site for this unit.
Assessment criteria
1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
2.1 Content and teaching strategies of the teaching area
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
3.3 Use teaching strategies
Include a range of teaching strategies.
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.7 Engage parents/ carers in the educative processDescribe a broad range of strategies for involving parents/carers in the educative process.
7.3 Engage with the parents/carers
Understand strategies for working effectively, sensitively and confidentially with parents/carers.
- Apply research on effective practice to justify pedagogy that improves students’ mathematical proficiency and understanding of core concepts
- Recommend strategies, resources and learning activities that aid the transfer of mathematical understanding to real world contexts
- Evaluate the content, skills and teaching strategies of the learning area to identify ICTs and other resources that enhance understanding, fluency and reasoning in Mathematics
- Use strategies that contribute to effective partnerships with parents/ carers in supporting students’ numeracy development
- Engage in opportunities for sharing and enhancing professional knowledge and practice through reflection and collaboration.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
