Overview
In Mathematics Curriculum, students build on the knowledge acquired in previous Mathematics units to develop deep understanding of the structure, sequencing and links between critical concepts and skills in content across the year levels in the Australian Curriculum: Mathematics. They apply this knowledge to identify issues or challenges to mathematical understanding and problem-solving in key stages of the learning sequence as a guide for developing diagnostic assessment tools. Students develop resources to prevent or overcome difficulties in the development of Mathematical knowledge and skills and design and justify approaches to using physical and digital resources to teach specific sub-strands of the curriculum to overcome barriers to learning and improve the transfer of mathematical reasoning, logic and analysis to problem-solving situations. Personal numeracy competence is enhanced in this unit as students develop suggested marking guides for diagnostic assessment using appropriate and accurate mathematical procedures and communication.
Details
Pre-requisites or Co-requisites
Prerequisite:- Students must successfully complete the unit EDCU12038 prior to enrolling in 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 Student feedback
Moodle organisation and navigation supported learning, and the visuals, resources and teaching scaffolded knowledge and skills required for the assessment tasks.
Retain unit learning materials to scaffold understanding.
Feedback from Student feedback
The assessment tasks are authentic and provide significant learning opportunities. Assessment Task 1 is sizeable.
Review alignment and balance of Assessment Task 1 and Assessment Task 2.
- Analyse the structure and organisation of content in the Mathematics curriculum to identify key stages in concept development as a focus for learning and diagnostic assessment
- Appraise Mathematics content to identify possible misconceptions or barriers to learning for diverse student groups
- Distinguish evidence-based approaches to teaching Mathematics that promote engagement, understanding and mathematical proficiency for students from diverse backgrounds including Aboriginal and Torres Strait Islander students
- Design diagnostic tools and reliable guides for assessing students’ knowledge and skills in Mathematics
- Reflect on professional learning to describe processes and strategies that improve teaching practice and student learning
- Justify the selection and use of resources that scaffold students’ understanding of core mathematical concepts
- Identify opportunities for students to use ICTs purposefully to gain mathematical knowledge and proficiency.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
2.1 Content and teaching strategies of the teaching area
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.4 Select and use resources
5.1 Assess student learning
6.2 Engage in professional learning and improve practice
6.4 Apply professional learning and improve student learning
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 and Written Assessment - 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 - First Nations Knowledges | |||||||
| 11 - 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 | 11 | |
| 1 - Practical and Written Assessment - 50% | |||||||||||
| 2 - Presentation and Written Assessment - 50% | |||||||||||
Textbooks
There are no required textbooks.
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
Australian Curriculum: Mathematics P- 6, Part 1
Events and Submissions/Topic
Module/Topic
Australian Curriculum: Mathematics P- 6, Part 2
Chapter
Events and Submissions/Topic
Module/Topic
Diversity in Mathematics
Chapter
Reading:
All readings can be found in the Unit eReading list.
Events and Submissions/Topic
Module/Topic
Diagnostic Assessment in P - 6 Mathematics, Part 1
Chapter
Readings:
O'Neill, L (2011 ) What students need to know and understand about Statistics and Probability
All readings can be found in the Unit eReading list.
Events and Submissions/Topic
Module/Topic
Diagnostic Assessment in P - 6 Mathematics, Part 2
Chapter
Readings
Ryan, J. & Williams, J., (2007) Children's Mathematics 4 - 15
All readings can be found in the Unit eReading list.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Professional Learning for Teachers of Mathematics
Chapter
Readings:
Borko, J. et al (2010) Contemporary Approaches to Teacher Professional Development
Readings
State Government of Victoria (2021 ) Effective Professional Learning
All readings can be found in the Unit eReading list.
Events and Submissions/Topic
Module/Topic
Mathematical Pedagogy
Chapter
Readings
Taylor, J. & Harris, A. (2012) Learning and Teaching Mathematics 0-8 Chapter 1
Clements, D., et al. (1990) Constructivist learning and teaching
Protheroe, N. (2007) What does good math instruction look like?
All readings can be found in the Unit eReading list.
Events and Submissions/Topic
Module/Topic
Developing Mathematical Understanding, Part 1
Chapter
Readings:
Gough, J., (1999) Playing mathematical games: When is a game not a game?
Buchheister, K., et al. (2017) Maths games: A universal design approach to mathematical reasoning
Bragg, L. (2003) Children's perspectives on mathematics and game playing.
All readings can be found in the Unit eReading list.
Events and Submissions/Topic
Module/Topic
Developing Mathematical Understanding, Part 2
Chapter
Readings
All readings can be found in the Unit eReading list.
Events and Submissions/Topic
Module/Topic
Learning Engagement in Mathematics
Chapter
Reading
Attard, C. (2012) Engagement with mathematics: What does it mean and what does it look like?
Boaler, J. et al. (2015) Mathematical Mindsets
All readings can be found in the Unit eReading list.
Events and Submissions/Topic
Module/Topic
Numeracy in Mathematics
Chapter
Readings
Goos, M., et al. (2012) Numeracy across the curriculum
All readings can be found in the Unit eReading list.
Events and Submissions/Topic
Module/Topic
Revision and Conclusion
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical and Written Assessment
This task requires you to examine the relationship between curriculum, pedagogy and assessment and apply your knowledge and understanding to develop and enhance your teaching and assessment practices in mathematics.
The task will involve an examination of the progression and development of the content knowledge from a chosen content description from the Number and Algebra strand of the Australian Curriculum: Mathematics. You will:
-
Describe the issues for teaching, learning and assessing student understanding of the mathematical content from the content description.
-
Propose and discuss pedagogical responses to the barriers you describe, and consider how the proficiency strands may be reflected in the teaching and learning responses.
-
Engage in personal research to identify specific teaching responses that enable learners from diverse backgrounds to engage with the mathematical thinking, with justification from professional literature.
-
Create a diagnostic assessment activity that is embedded in a mathematics lesson.
-
Develop an assessment marking guide.
-
Reflect on how this assessment task provides a context for your professional learning.
Week 6 Thursday (26 Aug 2021) 11:45 pm AEST
individual written submission
Week 9 Friday (17 Sept 2021)
Knowledge and understanding of the concepts, substance and structure of the content in the Mathematics curriculum (APST 2.1)
Ability to create and modify appropriate assessment tools that determine students’ prior knowledge and achievement and understanding of mathematical concepts (APST 5.1)
Knowledge and understanding of barriers to mathematical proficiency and appropriate pedagogical responses to differentiate for diverse learning needs (APST 1.1, 1.2, 1.3, 1.4, 2.5)
Demonstrated understanding of the relationship between professional learning for teachers and improved student outcomes (APST 6.2, 6.4)
Application of academic writing conventions and adherence to APA style and referencing
No submission method provided.
- Analyse the structure and organisation of content in the Mathematics curriculum to identify key stages in concept development as a focus for learning and diagnostic assessment
- Appraise Mathematics content to identify possible misconceptions or barriers to learning for diverse student groups
- Distinguish evidence-based approaches to teaching Mathematics that promote engagement, understanding and mathematical proficiency for students from diverse backgrounds including Aboriginal and Torres Strait Islander students
- Design diagnostic tools and reliable guides for assessing students’ knowledge and skills in Mathematics
- Reflect on professional learning to describe processes and strategies that improve teaching practice and student learning
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
2 Presentation and Written Assessment
This task requires you to investigate resources and strategies that engages students of diverse backgrounds in the learning mathematics. Your will address the barriers and misconceptions relating to the mathematical concept connected to your resource and strategy activity. The results of your investigation will be showcased through a professional learning experience to enhance your knowledge of the Australian Curriculum: Mathematics, and demonstrate your understanding and disposition of teaching and learning mathematics.
In this task you will:
- Identify and explain a specific barrier and/or misconception, that impacts on the development of understanding a mathematical concept specifically related to a content description from the year 3 or 4 level in the Measurement and Geometry strand of the Australian Curriculum: Mathematics.
- Give current research evidence for the barrier and/or misconception.
- Select or create two resources, that will engage learners in developing understanding of the mathematical concept and address the barrier and/or misconception. One of the two resources selected must be ICT focused.
- Create a digital presentation that showcases the two resources.
- Complete a written justification that draws on professional literature.
Week 12 Thursday (7 Oct 2021) 11:45 pm AEST
Written submission and presentation
Submit as a word document with the file name SURNAME_First name_StudentNumber_EDCU13020_AT1_Part 1 and a presentation (powerpoint, prezi or online web) with file name SURNAME_First name_StudentNumber_EDCU13020_AT1_Part 2
Knowledge and understanding of resources that address mathematical misconceptions or barriers to understanding for learners from diverse backgrounds and experiences (APST 1.1, 1.3)
Knowledge and selection of appropriate resources that engage students in learning mathematics and expand learning opportunities (APST 3.4)
Knowledge and selection of purposeful ICTs that support mathematical knowledge and proficiency (APST 2.6)
Application of academic writing conventions and adherence to APA style and referencing
No submission method provided.
- Appraise Mathematics content to identify possible misconceptions or barriers to learning for diverse student groups
- Justify the selection and use of resources that scaffold students’ understanding of core mathematical concepts
- Identify opportunities for students to use ICTs purposefully to gain mathematical knowledge and proficiency.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
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?
