EDCU20037 - Numeracy Learning

General Information

Unit Synopsis

Quality experiences and effective learning and teaching interactions are central to the development of children’s confident and purposeful use of Mathematical knowledge and skills in a wide range of situations. In this unit, you will develop knowledge of evidence-based pedagogical approaches that enhance the conceptual understanding and numerate thinking of children in early years and primary school settings. You will apply this knowledge to the analysis and evaluation of resources and teaching practices and devise modifications or improvements that enhance their impact on children’s proficiency in Mathematics. Special emphasis is given to the progression from concrete hands-on activities to symbolic and abstract representation of the four basic operations. In addition, this unit will provide opportunities for you to extend and refine your own Mathematical knowledge and confidence and reflect on your professional learning needs in relation to the effective teaching of Mathematics in early childhood education and care, and primary school settings.

Details

Level Postgraduate
Unit Level 8
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Completion of 72 credit points in CA10 or CG72 OR Admission to CM43 or CC45.

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 3 - 2024

Term 1 - 2025 Profile
Online

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 Postgraduate 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 50%
2. Online Test 50%

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 1 - 2024 : The overall satisfaction for students in the last offering of this course was 92.86% (`Agree` and `Strongly Agree` responses), based on a 26.42% 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: Student evaluations
Feedback
Review wording of quiz questions
Recommendation
Wording on Assessment Task 2 quiz questions was reviewed and revised.
Action Taken
The wording was not revised as the unit was delivered by a new UC.
Source: Student evaluations
Feedback
Increase discussions around the application of content in classroom settings
Recommendation
Review tutorial materials to allow for more discussion.
Action Taken
Tutorials were structured to include increased opportunity for discussion.
Source: Student evaluations
Feedback
Increase relevance to EC teaching, making reference to the EYLF
Recommendation
Continue to make connections to how numeracy concepts can be taught and supported within the early years.
Action Taken
Examples of teaching numeracy concepts are included.
Source: SUTE
Feedback
Assignment feedback
Recommendation
Provide assignment feedback that focuses on positive, explicit improvement.
Action Taken
In Progress
Unit learning Outcomes

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

  1. Evaluate strategies and resources for teaching mathematical understanding and the purposeful application of numeracy in a range of learning contexts and situations
  2. Identify, select and use teaching and learning strategies and resources that build on and support the development of learners' numeracy skills including mathematical applications and problem solving
  3. Identify appropriate strategies for gathering information and making judgments about students' numeracy development
  4. Assess and develop personal numeracy skills
  5. Reflect on personal numeracy competence to describe ways in which professional learning for teachers contributes to effective teaching practice and improved student learning outcomes.

Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.2 Understand how students learn

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.5 Literacy and numeracy strategies

3.3 Use teaching strategies

3.4 Select and use resources

3.6 Evaluate and improve teaching programs

5.1 Assess student learning

6.1 Identify and plan professional learning needs

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
1 - Written Assessment • • •
2 - Online Test • •
Alignment of Graduate Attributes to Learning Outcomes
• Professional Level
• Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Knowledge • • • • •
2 - Communication • • • •
3 - Cognitive, technical and creative skills • •
4 - Research • •
5 - Self-management • • •
6 - Ethical and Professional Responsibility •
Alignment of Assessment Tasks to Graduate Attributes
• Professional Level
• Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8