EDCU20040 - Teaching Mathematics

General Information

Unit Synopsis

In this unit, you will extend your professional knowledge about teaching and learning in numeracy and Mathematics 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. You will examine research to identify issues or challenges to the development of mathematical understanding in key stages of the learning progression as a guide for planning lesson sequences and developing and interpreting assessment for diagnostic purposes. You will use data from your research to design and justify differentiated teaching and learning activities for specific sub-strands of the curriculum that cater for students at a range of ability levels and overcome identified barriers to the development of mathematical proficiency and improve the transfer of mathematical reasoning, logic and analysis to problem-solving situations. Your personal numeracy competence will be further enhanced in this unit as you construct marking guides for diagnostic assessment using appropriate and accurate mathematical procedures and communication.

Details

Level Postgraduate
Unit Level 9
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisite EDCU20037 Numeracy Learning

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 2 - 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. Written Assessment 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 2 - 2023 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 32.43% 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 comment
Feedback
Assessment Task 1 and 2
Recommendation
Review assessment tasks with respect to size and balance.
Action Taken
Assessment tasks were reviewed and minor changes made.
Source: Comment from unit evaluation- student
Feedback
Include more information about ICTs, particularly those that are helpful in teaching mathematics. Perhaps embed in AT1
Recommendation
Alignment of ICTS in Mathematics will be reviewed.
Action Taken
Further learning materials for ICTs in Mathematics were included in Moodle learning materials.
Source: SUTE
Feedback
Assessment Task 2
Recommendation
Review task requirements for alignment with industry expectations and practices.
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 teaching, learning and assessment
  2. Research and apply evidence-based pedagogical approaches that are responsive to misconceptions or barriers to learning in Mathematics for students from a range of ability levels, characteristics and experiential backgrounds
  3. Propose and justify strategies and approaches to teaching Mathematics that promote the inclusive participation, understanding and mathematical proficiency of students from Aboriginal and Torres Strait Islander backgrounds and students with disability
  4. Design assessment strategies and marking guides for collecting and interpreting data and reporting on students’ progress and achievement of knowledge and skills in Mathematics
  5. Justify teaching strategies and the selection and use of resources that scaffold students’ understanding of core mathematical concepts
  6. Identify opportunities for students to use ICTs for purposeful participation in learning experiences to gain mathematical knowledge and proficiency
  7. Participate in moderation for the purpose of developing shared understanding of student learning needs and achievement.

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

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

1.6 Strategies to support full participation of students with disability

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

2.6 Information and Communication Technology (ICT)

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

4.1 Support student participation

5.1 Assess student learning

5.2 Provide feedback to students on their learning

5.3 Make consistent and comparable judgements

5.5 Report on student achievement

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Written Assessment • • • • • •
2 - Written Assessment • • •
Alignment of Graduate Attributes to Learning Outcomes
• Professional Level
• Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
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