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 - 2024
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 SUTE
Support campus students
UC to make contact with campus students through drop in on campus tutorials.
Feedback from Unit evaluation data
Clear unit guidelines
Review unit Course Outline clearly identify goals, restate these in first week of term. Identify requirements of the assessments.
Feedback from SUTE
Learning Community Groups
Emphasise the significance of peer collaboration from a social and professional perspective. Encourage continual and ongoing support for all LCG members.
- 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: 4th (2021)
Authors: Robert Reys
Wiley & Sons
ISBN: ISBN : 0-7303-9182-5
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) 9 August 2024.
Research Investigation - Evaluation of practice and planning Due: Week 5 Friday (9 Aug 2024) 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) and the 4 October 2024.
Group report and written reflective practice Due: Week 12 Friday (4 Oct 2024) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Assessment Task 3 - Peer Assessment (10%).
Due 11:45pm (AEST) 11 October 2024.
Peer Assessment Due: Review/Exam Week Friday (11 Oct 2024) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Students in the unit will be enrolled in Learning Community Groups (LCG). These groups will operate on the MSTEAMS platform. Students are expected to engage with their LCG members through online chats. Assessment Task 2 is group task that requires students to work in the LCGs to support each other in their assessment task development and present a report to the LCG members which is reviewed and evaluated. Assessment Task 3 is a peer-evaluation completed by each LCG member of other LCG members engagement in the LCG throughout the term.
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.
Within this assessment, the use of Generative Artificial Intelligence agents (Gen AI) agents is as follows:
• Gen AI content is used to generate ideas and general structures.
• Gen AI can be used for content editing.
• Gen AI content generation for you to critique and review.
Week 5 Friday (9 Aug 2024) 11:45 pm AEST
Task is submitted as a single word document through the Moodle submission process.
Week 7 Friday (30 Aug 2024)
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.
- 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 scenario in preparation for a report to be presented to the LCG members..
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' learning and disposition 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.
All Learning Community Group members critique, give feedback and evaluate the presenting student's report. The feedback received from the LCG is to be used in the written submission.
The report presentation is not submitted for marking.
The written submission of this assessment will consist of written reflection report, in an academic style of writing. Students will critique the research evidence and respond to the feedback received in the Learning Community Group that framed their understanding and disposition of teaching and learning mathematics that address the components of the task description from the Moodle site.
Within this assessment, the use of Generative Artificial Intelligence agents (Gen AI) agents is as follows:
• Gen AI content is used to generate ideas and general structures.
• Gen AI can be used for content editing.
• Gen AI content generation for you to critique and review.
Week 12 Friday (4 Oct 2024) 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 the scenario.
- Developing an understanding of the scenario.
- Understand how students' learn the mathematics in scenario.
- Teaching strategies used to engage students.
- Teaching resources used to engage students.
- Engage in reflective practice to develop professional learning.
- Write a clear and coherent narrative with attention to spelling, punctuation and grammar, in an academic style using APA7 format and referencing procedure.
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 engagement in the LCG during the term and AT2.
Review/Exam Week Friday (11 Oct 2024) 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?
