Overview
Teaching for Mathematical Proficiency focuses on the development of professional knowledge that supports the teaching of Mathematics in primary schools in this unit. You will explore Mathematics content and experiment with pedagogical approaches for teaching mathematical reasoning and understanding. You will be introduced to mathematics content that recognises your own disposition towards mathematics and how your students may find learning mathematics difficult. You will evaluate ICTs and other resources, learning processes and teaching strategies on the development of mathematical proficiency. You will be 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. You will 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. You will demonstrate effective pedagogy in Mathematics through role play of examples of classroom practice including the use of ICTs to support mathematical understanding. You will be introduced to the socioconstructivist approach to teaching mathematics through problem solving and inquiry based learning. you will be encouraged to facilitate your students' mathematical thinking.
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 - 2023
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 Student feedback from SUTE
Assessment criteria grading reflect the task requirements.
Criteria grading will be reviewed.
Feedback from Student feedback from SUTE
Enhance assessment task 2.
Assessment task 2 will be updated.
Feedback from Student feedback fromSUTE
Participation of students in Learning Community Groups.
More time will be spent early in the term to encourage students to participate in their Learning Community Groups.
- 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, reasoning and problem solving 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 - Written Assessment - 45% | |||||||
| 2 - Reflective Practice Assignment - 45% | |||||||
| 3 - Peer assessment - 10% | |||||||
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 | |||||||
Textbooks
Helping Children Learn Mathematics
Edition: 4 (2022)
Authors: Robert Reys, Anna Rogers, Leicha Bragg, Audrey Cooke, Melissa Fanshawe, Mark Gronow
Wiley
Milton Milton , QLD , Australia
ISBN: 9780730391807
Binding: eBook
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- MS Teams
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 and learning mathematics
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 1 School mathematics in a changing world
1.1 What is mathematics?
1.2 What determines the mathematics being taught?
1.3 The role of the teacher
Chapter 2 Helping children learn mathematics with understanding
2.2 Meaningful connections between procedural and conceptual knowledge
2.3 How do children learn mathematics?
2.4 How can we help children make sense of mathematics
Events and Submissions/Topic
Module/Topic
Planning and teaching mathematics
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 3 Planning and teaching
3.1 Effective planning and preparation for teaching: using strategic questions to inform teaching practice
3.2 Planning for effective teaching
3.3 Levels of planning
3.4 Planning different types of lessons
Events and Submissions/Topic
Module/Topic
Problem solving
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 6 Helping children with problem solving
6.1 What is a problem and what is problem solving
6.2 Teaching mathematics through problem solving
6.3 Strategies for problem solving
6.4 Looking back
6.5 Helping students to solve problems
Events and Submissions/Topic
Module/Topic
Counting and number sense
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 7 Counting and number sense in early childhood and primary years
7.1 Developing number sense
7.2 Counting principles
7.3 Counting strategies
7.4 Cardinal, ordinal and nominal numbers
7.5 Writing numerals
Events and Submissions/Topic
Module/Topic
Number sense and place value
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 8 Extending number sense: place value
8.1 Our numeration system
8.2 Nature of place value
8.3 Beginning place value
8.4 Consolidating place value
8.5 Extending place value
8.6 Reading and writing numbers
8.7 Rounding
Events and Submissions/Topic
Assessment Task 1 - Written Assessment (45%)
Due 11:45pm (AEST) 11 August 2023
Research Investigation - Evaluation of practice and planning Due: Week 5 Friday (11 Aug 2023) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Reflective practices and mathematical thinking
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
page 34 Encouraging reflection and the use of metacognition
page 102 Self assessment and peer assessment
Events and Submissions/Topic
Module/Topic
The four operations
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 9 Operations: meanings and basic number facts
9.1 Helping children develop number sense and computational fluency
9.2 Developing meanings for the four operations
9.3 Mathematical properties
9.4 Overview of learning the basic facts
9.5 Thinking strategies for basic number facts
Events and Submissions/Topic
Module/Topic
Mental Computation, calculators and estimation
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 10 Mental computation, calculators and estimation
10.1 Calculators
10.2 Mental computation
10.3 Estimation
Events and Submissions/Topic
Module/Topic
Solving problems with written strategies
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 11 Solving problems with written strategies
11.1 Emergent understanding and experiences
112 Addition
11.3 Subtraction
11.4 Multiplication
11.5 Division
11.6 Finding the balance between practice and proficiency
Events and Submissions/Topic
Module/Topic
Fractions and decimals
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 12 Fractions and decimals: meanings and operations
12.1 Conceptual development of fractions
12.2 Understanding equivalence and ordering fractions
12.3 Operations with fractions
12.4 Conceptual development of decimals
12.5 Operations with decimals
Events and Submissions/Topic
Module/Topic
Number theory
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 14 Extending children with number theory
14.1 Number theory in primary school mathematics
14.2 Number theory topics for primary school children
14.3 Other number number theory topics
Events and Submissions/Topic
Module/Topic
Pattern and algebraic thinking
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 15 Pattern and algebraic thinking
15.1 Problems, patterns and relations
15.2 Language and symbols of algebra
15.3 Modelling, generalising and justifying
Events and Submissions/Topic
Assessment Task 2 - Reflective Practice Assessment (45%)
Due 11:45pm (AEST) 7 October 2023
Group report and written reflective practice Due: Week 12 Friday (6 Oct 2023) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Assessment Task 3 - Peer Assessment (10%)
Due 11:45pm (AEST) 13 October 2023
Peer Assessment Due: Review/Exam Week Friday (13 Oct 2023) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
In this unit you will be allocated to a Learning Community Group. The Learning Community Group comprises of students randomly chosen to work together in this unit as collaborator and supporters. Students are expected to participate in discussions on the course content, share ideas and reflection on assessment tasks and assist and support each other throughout the duration of the course. All assessments require student to complete a reflection on their involvement in the Learning Community Group.
1 Written Assessment
In this assessment task you will explore a mathematical concept through a given content description from the Australian Curriculum: Mathematics (v9). You will investigate current research in the teaching and learning of the mathematical concept. You will then develop a learning sequence based on the mathematical concept that reflects the research in the teaching and learning of the mathematical concept. You will write a self-reflection on your disposition towards teaching and learning of mathematics at the beginning of your written submission and a reflective paragraph on the professional learning gained from working in your Learning Community Group to complete the task.
Week 5 Friday (11 Aug 2023) 11:45 pm AEST
Task is submitted as a single word document through the Moodle submission process.
Week 8 Monday (4 Sept 2023)
Return to students as marked word document with tracked changes with a separate marking guide.
- Investigation of a mathematical concept.
- Understand how students learn.
- Content and teaching strategies of the teaching area.
- Use teaching strategies.
- Engage in professional learning and improve practice.
- Write a clear and coherent narrative with attention to spelling, punctuation, and grammar, in an academic style using APA7 format and referencing procedures.
No submission method provided.
- 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, reasoning and problem solving 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
2 Reflective Practice Assignment
This assessment task requires students to work collaboratively in a Learning Community Group (LCG) sharing their mathematical knowledge and understanding of a chosen topic. Each LCG member creates and presents a report on a chosen topic that demonstrates their knowledge and understanding of how to teach mathematics to support students' conceptual understanding and proficiency in mathematics. By accessing the content from this unit and their wider reading, students will be required demonstrate their mathematical knowledge and understanding of the pedagogical approaches and develop strategies for engaging students in learning mathematics.
Week 12 Friday (6 Oct 2023) 11:45 pm AEST
Task is submitted as a single word document through the Moodle submission process.
Marked assessment tasks will be returned with annotation on manuscript and completed criteria grading sheet with comments. Submissions over the 1500 word limit may not receive feedback.
- Investigation of a mathematical concept
- Understand how students learn
- Content and teaching strategies of the teaching area
- Use teaching strategies
- Select and use resources
- Engage in professional learning and improve practice
- Write a clear and coherent narrative with attention to spelling, punctuation and grammar, in an academic style using APA7 format and referencing procedures.
No submission method provided.
- 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, reasoning and problem solving 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.
3 Peer assessment
This assessment task involves each student assessing other members of their Learning Community Group (LCG) members based on their participation in the LCG during the term and the feedback given on AT2.
Review/Exam Week Friday (13 Oct 2023) 11:45 pm AEST
Submission completed on Self and Peer Assessment (SPA) application
The ten criteria questions are:
- Was regular in attending Learning Community Group meetings.
- Completed assigned tasks from Moodle or the Learning Community Group.
- Contributed positively to Learning Community Group discussions.
- Completed shared work on time or made alternative arrangements.
- Helped others with their work when needed.
- Did work accurately and completely.
- Contributed their fair share of the work.
- Worked well with other Learning Community group members.
- Overall was a valuable member of the Learning Community Group.
- Gave productive feedback in Assessment Task 2.
No submission method provided.
- Reflect critically on approaches to teaching Mathematics to improve professional knowledge and practice
- Recommend strategies, resources and learning activities that aid the transfer of mathematical understanding to real world contexts
- 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.
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?
