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EDCU20040 - Teaching Mathematics

General Information

Unit Synopsis

In this unit, students build on the knowledge previously acquired in numeracy and mathematical learning 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. Students will examine current research of mathematics teaching and learning and apply 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.


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 2 - 2015

Term 2 - 2021 Profile
Term 2 - 2022 Profile

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 - 2021 : The overall satisfaction for students in the last offering of this course was 4.8 (on a 5 point Likert scale), based on a 54.1% 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 Unit and Teaching Evaluation survey
Assessment tasks
Maintain relevance of assessment tasks
Action Taken
Assessment tasks were reviewed for relevance to teacher work and Graduate Teacher Standards.
Source: Student Unit and Teaching Evaluation survey
Assessment feedback
Ensure feedback is focused on areas that need to be up-skilled and sufficient direction for how to improve is included.
Action Taken
Feedback was focused on areas that required upskilling and contained specific direction for improvement.
Source: Moodle feedback
Lecturer delivery and communication was exemplary
Maintain the same exemplary standard of teaching and communication
Action Taken
Source: Moodle feedback
Relevant assessment tasks
Maintain relevance of assessment tasks to teacher work.
Action Taken
Source: Moodle feedback
Embedded links in learning resources not working
Remove and move all embedded links to the eReading list and refer students to the list to ensure links to resources are active.
Action Taken
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 learning and diagnostic assessment
  2. Examine mathematics content and current literature to identify possible approaches to teaching mathematics and misconceptions or barriers to learning for diverse student groups
  3. 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
  4. Design diagnostic tools and reliable guides for assessing students’ knowledge and skills in mathematics
  5. Gather and use information on learners' numeracy skills for planning learning experiences
  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 demonstrate the Australian Professional Standards for Teachers focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

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

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

2.5 Literacy and numeracy strategies

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

3.6 Evaluate and improve teaching programs

4.1 Support student participation

4.5 Use ICT safely, responsibly and ethically

5.1 Assess student learning

5.2 Provide feedback to students on their learning

5.3 Make consistent and comparable judgements

5.4 Interpret student data

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
Advanced Level
Professional 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
Advanced Level
Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment
2 - Written Assessment