EDCU13020 - Mathematics Curriculum

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2024

Term 2 - 2024 Profile
Bundaberg
Mackay
Online
Rockhampton
Term 2 - 2025 Profile
Bundaberg
Mackay
Online
Rockhampton

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 45%
2. Reflective Practice Assignment 45%
3. Peer assessment 10%

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

Past Exams

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Previous Feedback

Term 2 - 2023 : The overall satisfaction for students in the last offering of this course was 42.11% (`Agree` and `Strongly Agree` responses), based on a 26.57% response rate.

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.

Source: Personal reflection regarding student engagement.
Feedback
Self-reflection
Recommendation
Encourage student participation in course content by including a reflective practice component in assessment tasks.
Action Taken
Reflective practice was included in course content and assessment tasks integrated a reflective practice component.
Source: Comments from campus tutors and assessment markers.
Feedback
Assessment
Recommendation
Clarification of the marking of assessment tasks.
Action Taken
Moderation process of assessments undertaken for marking. Campus tutors were advised not to address all questions regarding assessment tasks directly to the unit coordinator through MS TEAMS Learning Community Groups, General or personal chat options.
Source: Student feedback.
Feedback
Assessment Feedback.
Recommendation
Clarity around marking in the given time and students writing within the word limit.
Action Taken
In Progress
Source: Moodle and CQU success metrics.
Feedback
Student Engagement.
Recommendation
Continue to encourage students to participate in Learning Community Groups to develop a social presence.
Action Taken
In Progress
Source: Unit coordinator observation and comment from assessment markers.
Feedback
Student assessment writing.
Recommendation
Further support will be provided to students in editing their assessment tasks before submission.
Action Taken
In Progress
Source: DataSmart evaluations
Feedback
Campus students
Recommendation
Encourage campus students to be more proactive in their involvement in their LCG.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. 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
  2. Assess students' understanding of the mathematical content to identify possible misconceptions or barriers to learning for diverse student groups
  3. 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
  4. Design tools and guides for assessing students’ knowledge and skills in Mathematics
  5. Reflect on professional learning to describe processes and strategies that improve teaching practice and student learning
  6. Justify the selection and use of resources that scaffold students’ understanding of core mathematical concepts
  7. 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 • • • • • •
2 - Reflective Practice Assignment • • • • • • •
3 - Peer assessment • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
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 •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10