Overview
In Mathematics Curriculum, you will build on the knowledge acquired in previous mathematics units to develop a deeper understanding of the structure, sequencing and connections between the critical concepts and skills in mathematical content across the year levels in the Australian Curriculum: Mathematics. You will learn to solve problems through transference of mathematical knowledge using acquired reasoning, logic, and analytical skills. You will be able to identify physical and digital resources and justify differing pedagogies used to teach the sub-strands of the Australian Curriculum: Mathematics to overcome barriers to learning mathematics for children of diverse backgrounds. Your personal competence and proficiency towards mathematics teaching is enhanced in this unit, you will learn to identify issues and challenges to mathematical understanding at key stages of the Australian Curriculum: Mathematics. The learning sequence of this unit supports your ability to develop, and use, a suitable range of appropriate and accurate assessment processes to evaluate the mathematics learnt.
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 - 2026
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
Online distance tutorial time
Review online tutorial time.
Feedback from SUTE
Consideration of a break given in online distance tutorial
Discuss this option with online students.
Feedback from SUTE
Assessment task work load
Clarify assessment task work load expectations.
Feedback from SUTE
Peer feedback
Include giving and receiving peer-feedback in the course content.
- Analyse the structure and organisation of content in the mathematics curriculum to identify key stages in concept development as a focus for assessing student learning
- Assess students' understanding of the mathematical content to identify possible misconceptions or barriers to learning for diverse student groups
- Distinguish evidence-based approaches to teaching and learning of mathematics that promote engagement, understanding and mathematical proficiency for students from diverse backgrounds including Aboriginal and Torres Strait Islander students
- Design tools and 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 - 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 - First Nations Knowledges | |||||||
| 11 - Aboriginal and Torres Strait Islander Cultures | |||||||
Textbooks
Helping Children Learn Mathematics
- Edition: 4th (2022)
- Authors: Robert Reys
- Wiley & Sons
- Milton Milton , Queensland , Australia
- ISBN: ISBN :9780730391807
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- MS Teams
- Microsoft CoPilot, ChatGPT, or similar Generative Artificial Intelligence tool.
- Feedback Fruits
- CQU Success
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
Chapter
Events and Submissions/Topic
Week 1
Begin Date: 13 Jul 2026Module/Topic
Introduction to EDCU13020 Mathematics Curriculum.
Chapter
Cavanagh, H. & McMaster, H. (2017). A Specialist Professional Experience Learning Community for Primary Pre-service Teachers Focused on Mathematical Problem Solving. Mathematics Teacher Education & Development, 19(1), 47–65.
Events and Submissions/Topic
Read the Welcome to EDCU13020 and the Unit introduction on the Moodle site.
Access the text book from the eReading list or use the link on the Unit introduction page
Reys et al., (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Put your tutorial time in your calendar. These are available on the Moodle site under the On Campus Tutorials and Distance Online Tutorial Zoom link section.
Go to MSTEAMS and introduce yourself to your Learning Community Group (LCG). Find out more about your LCG under the EDCU13020 Teaching for Mathematical Proficiency Learning Community section on the Moodle site
Week 2
Begin Date: 20 Jul 2026Module/Topic
Australian Curriculum: Mathematics
Chapter
View the Australian Curriculum: Mathematics (v9) website
- Australian Curriculum: Mathematics
- Mathematical Proficiency Strands
- Numeracy Progression
- General Capabilities: Critical and Creative thinking
- Australian Curriculum v9
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated
Chapter 2 Helping children learn mathematics with understanding
Recommendation 4: Use communication to encourage understanding, p37.
Chapter 5 Process of doing mathematics
5.1 Understanding
5.2 Fluency
5.3 Problem solving
5.4 Reasoning
5.5 Communication
5.6 Representations
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Begin the discussion on Assessment Task 1 in your LCG.
Share some AI hints with your LCG.
Week 3
Begin Date: 27 Jul 2026Module/Topic
Assessment in Mathematics, Part A
Chapter
Reys. (2022) Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 4 Enhancing learning and teaching through assessment and feedback
4.1 Enhancing learning and teaching
4.2 Gathering information on children's learning
4.3 Ways to assess children's learning and dispositions
4.4 Keeping records and communicating about assessments
Miller, & Hudson, P. J. (2007). Using Evidence-Based Practices to Build Mathematics Competence Related to Conceptual, Procedural, and Declarative Knowledge. Learning Disabilities Research and Practice, 22(1), 47–57. https://doi.org/10.1111/j.1540-5826.2007.00230.x
Read pages 49-54 Definitions of conceptual, procedural and declarative knowledge.
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Collaborate with your LCG to complete your Assessment Task 1 draft.
Week 4
Begin Date: 03 Aug 2026Module/Topic
Assessment in Mathematics, Part B
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Collaborate with your LCG to complete your Assessment Task 1.
Upload your Assessment Task 1 Part 1 draft on Feedback Fruits due Friday 7 August.
Assessment Task 1 - Begin your review of LCG members' Part 1 draft on Feedback Fruits
Week 5
Begin Date: 10 Aug 2026Module/Topic
Mathematical Pedagogy
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
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?
Readings
Protheroe, N. (2007). What does good math instruction look like? Principal, 87(1), 51-54.
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Collaborate with your LCG to complete your Assessment Task 1.
Share your AI support and knowledge
Assessment Task 1 - Continue your review of LCG members' Part 1 draft on Feedback Fruits.
Assessment Task 1 - Prepare your Part 2 Written Reflection Report.
Week 6
Begin Date: 17 Aug 2026Module/Topic
Professional Learning and Reflective Practices
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 1 School mathematics in a changing world
1.4 Where can you turn?
Lane, R., McMaster, H., Adnum, J., & Cavanagh, M. (2014). Quality reflective practice in teacher education: A journey towards shared understanding.
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Assessment Task 1 due for submission on the Moodle site by Friday 21 August 11:45pm AEST
Assessment in Mathematics Due: Week 6 Friday (21 Aug 2026) 11:45 pm AEST
Vacation Week
Begin Date: 24 Aug 2026Module/Topic
Chapter
Events and Submissions/Topic
Week 7
Begin Date: 31 Aug 2026Module/Topic
Learner Diversity in Mathematics
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 2 Helping children learn mathematics with understanding
2.1 How can we support divers learners in our classroom
Chapter 3 Planning and teaching
3.5 Meeting the needs of all children
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Set a time line with your LCG for completion of tasks for Assessment Task 2.
Discuss with your LCG Assessment Task 2 requirements.
Week 8
Begin Date: 07 Sep 2026Module/Topic
Developing Mathematical Understanding
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Share research and thoughts on readings for Assessment Task 2 with your LCG
Begin report for Assessment Task 2 presentation to your LCG on Feedback Fruits.
Week 9
Begin Date: 14 Sep 2026Module/Topic
Learner Engagement in Mathematics
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Upload your Assessment Task 2 Part 1 presentations to Feedback Fruits for LCG members to review by 18 September.
Week 10
Begin Date: 21 Sep 2026Module/Topic
Numeracy in Mathematics
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Review and evaluate LCG members' presentations on Feedback Fruits.
Week 11
Begin Date: 28 Sep 2026Module/Topic
Games and Mathematical Thinking
Events and Submissions/Topic
Review the Moodle site weekly content under the Learning Material section.
Complete LCG members' presentation reviews
Finalise writing and editing of Assessment Task 2 Part 2 written reflection for submission.
Week 12
Begin Date: 05 Oct 2026Module/Topic
ICTs and Digital Technologies in Mathematics
Events and Submissions/Topic
Assessment Task 2 - Reflective Practice Assignment written task submitted to Moodle for external examination by 9 October 2026.
Engaging Students in Learning Mathematics Due: Week 12 Friday (9 Oct 2026) 11:45 pm AEST
Exam Week
Begin Date: 12 Oct 2026Module/Topic
Chapter
Events and Submissions/Topic
Vacation/Exam Week
Begin Date: 19 Oct 2026Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
The task
This assessment task requires you to work collaboratively in your Learning Community Group (LCG) to share mathematical knowledge and understanding of the relationship between curriculum, pedagogy and assessment.
You will:
- Research and apply knowledge and understanding of the Australian Curriculum (v9): Mathematics curriculum.
- Identify appropriate pedagogies to engage students in the learning of mathematics.
- Demonstrate your understanding of how assessment support students to learn mathematics.
- Use GenAI to create an authentic mathematical activity that embeds assessment.
- Upload a draft of your written submission on the Feedback Fruits to be reviewed and evaluated by other LCG members.
- Use Feedback received from and given to LCG members' reviews to write the final written reflection report.
- Submit your final written submission on Moodle for external examination.
Your draft report will:
- Access the content from this unit and from your wider reading, to demonstrate your knowledge and understanding of the Australian Curriculum (v9): Mathematics curriculum.
- Demonstrate your knowledge and understanding of how assessment support students to learn mathematics.
- Showcase a pedagogical strategy to engage students in learning mathematics.
- Embed an ICT resource into your pedagogical to engage students in learning mathematics.
- Be reviewed and evaluated by your LCG members.
This presentation report is not submitted for external examination.
Your written reflection report will:
- Be a revised edition of your draft report, written in academic style following APA7 formatting and referencing guidelines (see https://apastyle.apa.org/).
- Include your LCG members' feedback on your draft report.
- Include the feedback you gave to your LCG members on draft report.
This written reflection report will be submitted for external examination.
AI Use
Within this assessment, the use of Gen AI agents is as follows:
- Generate ideas and general structures.
- Editing and improving written content.
- Producing content for you to critique, adapt, and review.
- You will be able to use AI tools such as ChatGPT, Copilot, Claude, elicit and others in an ethical and academically responsible manner.
In using AI, you must:
- Disclose your AI use in your text and in your reference list.
- Not submit AI‑generated content verbatim your work MUST be edited and personalised.
- Avoid and acknowledge any unethical AI use.
- Maintain responsibility for accuracy of any AI-generated information and uphold academic integrity.
From the AI Assessment scale tool this task is designed for AI use at Level 4.
You may use AI extensively throughout your work either as you wish, or as specifically directed in your assessment. Focus on directing AI to achieve your goals wile demonstrating your critical thinking.
72-hour Assessment Extension.
Please note: The 72-Hour grace period applies to this task, you can submit your assessment 72-hours after the due date without penalty.
If you need longer than 72 hours, you will still need to use the normal Assessment Extension System process.
Week 6 Friday (21 Aug 2026) 11:45 pm AEST
Submit as one word document on the Moodle AT1 submission site
Week 8 Friday (11 Sept 2026)
Manuscript returned with tracked changes and the completed criteria sheet
- Knowledge and understanding of mathematical content in the Australian Curriculum: Mathematics.
- Ability to create a mathematical learning activity that employs a pedagogical strategy to notice children's mathematical thinking and engages children in learning mathematical content.
- Ability to embed assessment as, for, and of learning mathematical content, including a diagnostic assessment component in the mathematical learning activity.
- Ability to connect the Australian Curriculum: Mathematics, noticing mathematical thinking and assessment of learning in the mathematical learning activity.
- Demonstrates professional engagement with Learning Community Group peers through peer-review processes and Learning Community Group collaboration.
- Written reflection follows APA7 guidelines of formatting and referencing. Writing is clear and concise and written in a coherent narrative with attention to spelling, punctuation and grammar.
- Analyse the structure and organisation of content in the mathematics curriculum to identify key stages in concept development as a focus for assessing student learning
- Assess students' understanding of the mathematical content to identify possible misconceptions or barriers to learning for diverse student groups
- Distinguish evidence-based approaches to teaching and learning of mathematics that promote engagement, understanding and mathematical proficiency for students from diverse backgrounds including Aboriginal and Torres Strait Islander students
- Design tools and guides for assessing students’ knowledge and skills in Mathematics
- 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.
2 Reflective Practice Assignment
The task
This assessment task requires you to work collaboratively in your Learning Community Group (LCG) to share mathematical knowledge and understanding of the barriers and misconceptions relating to learning mathematics.
You will:
- Investigate the barriers and misconceptions to learning mathematics.
- Collaborate with your LCG members to research a pedagogical strategy, that embeds an ICT resource, to overcome any barriers and misconceptions to learning mathematics.
- Prepare a professional learning report presentation on your pedagogical strategy, with the embedded ICT resource.
- Review and evaluate each of your LCG members' professional learning report presentation.
- Write a written reflection report of your professional learning report that embeds feedback received from and given to your LCG members.
Your presentation report will:
- Access the content from this unit, your research and GenAI, to demonstrate your knowledge and understanding of the barriers and misconceptions of learning mathematics.
- Demonstrate your knowledge and understanding of pedagogical approaches that can overcome the barriers and misconceptions of learning mathematics.
- Develop and embed an ICT resource into your pedagogical strategies to overcome the barriers and misconceptions of learning mathematics.
- Be reviewed and evaluated by your LCG members.
This presentation report is not submitted for external examination.
Your written reflection report will:
- Be a revised edition of your professional learning report presentation, written in academic style following APA7 formatting and referencing guidelines (see https://apastyle.apa.org/).
- Include your LCG members' feedback on your professional learning report presentation.
- Include the feedback you gave to your LCG members on their professional learning report presentation.
This written reflection report will be submitted for external examination.
AI Use
Within this assessment, the use of Gen AI agents is as follows:
- Generate ideas and general structures.
- Editing and improving written content.
- Producing content for you to critique, adapt, and review.
You will be able to use AI tools such as ChatGPT, Copilot, Claude, elicit and others in an ethical and academically responsible manner.In using AI, you must:
- Disclose your AI use in your text and in your reference list.
- Not submit AI‑generated content verbatim your work MUST be edited and personalised.
- Avoid and acknowledge any unethical AI use.
- Maintain responsibility for accuracy of any AI-generated information and uphold academic integrity.
- From the AI Assessment scale tool this task is designed for AI use at Level 4.
You may use AI extensively throughout your work either as you wish, or as specifically directed in your assessment. Focus on directing AI to achieve your goals wile demonstrating your critical thinking.
72-hour Assessment Extension.
Please note: The 72-Hour grace period applies to this task, you can submit your assessment 72-hours after the due date without penalty.
If you need longer than 72 hours, you will still need to use the normal Assessment Extension System process.
Week 12 Friday (9 Oct 2026) 11:45 pm AEST
Submit as one word document on the Moodle AT2 submission site.
- Demonstrates knowledge and understanding of the Australian Curriculum: Mathematics.
- Understands how mathematical misconceptions and barriers relating to learning mathematical concept.
- Designs an appropriate pedagogical strategy and ICT resource that addresses mathematical barriers and misconceptions of the mathematical concept.
- Ability to connect the Australian Curriculum: Mathematics, and the barriers and misconceptions to the pedagogical strategy.
- Demonstrates professional engagement with LCG peers through peer-review processes and Learning Community Group collaboration.
- Written reflection follows APA7 guidelines of formatting and referencing, file name is given as indicated and correct cover page is used. Writing is clear and concise and written in a coherent narrative with attention to spelling, punctuation and grammar.
- Analyse the structure and organisation of content in the mathematics curriculum to identify key stages in concept development as a focus for assessing student learning
- Assess students' understanding of the mathematical content to identify possible misconceptions or barriers to learning for diverse student groups
- Distinguish evidence-based approaches to teaching and learning of mathematics that promote engagement, understanding and mathematical proficiency for students from diverse backgrounds including Aboriginal and Torres Strait Islander students
- Design tools and 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.
3 Peer assessment
This assessment task involves each student evaluating other members of their Learning Community Group (LCG) members based on their participation in the LCG during the term.
Exam Week Friday (16 Oct 2026) 11:45 pm AEST
Submission completed on Self and Peer Assessment (SPA) application.
The ten criteria questions are:
- Was dependable in attending group meetings.
- Willingly accepted assigned tasks.
- Contributed positively to group discussions.
- Completed 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 group members.
- Overall was a valuable member of the team.
- Gave and accepted feedback willing and productively.
- Analyse the structure and organisation of content in the mathematics curriculum to identify key stages in concept development as a focus for assessing student learning
- Assess students' understanding of the mathematical content to identify possible misconceptions or barriers to learning for diverse student groups
- Reflect on professional learning to describe processes and strategies that improve teaching practice and student learning
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?
