| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Mathematics, Numeracy and Learner Engagement 2 |
| Unit ID: | EDMAS6042 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDMAS6039) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDFGC5714) |
| ASCED: | 070103 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to develop an understanding of the learning and teaching of mathematics and numeracy in the Victorian and Australian contexts. Students use curriculum, current research, and educational policy to implement effective and engaging student learning strategies in different mathematical content and proficiencies. Learning activities are designed to engage a variety of children from a range of social and cultural groups with a range of skills and interests, with a focus on differentiating tasks. Students design and evaluate a variety of assessment tasks to inform the design of their learning activities and reports. Pre-service teachers will develop academic and personal communication skills, self-reflection, personal learning, and the ability to deliver and respond to peer feedback. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | |  | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Explore theories about how teachers and students construe and learn mathematics. |
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| K2. | Explore the curriculum associated with teaching mathematics to primary students, both the strands and proficiencies. |
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| K3. | Understand how to design structured lessons, use clear and explicit instruction and effective questioning that encourages participation, reducing cognitive load and give specific and positive feedback that acknowledges student effort. |
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| K4. | Examine a broad range of learning theories and apply these to teaching mathematics within and beyond the mathematics curriculum. |
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| K5. | Examine, evaluate, and demonstrate a range of assessment types. |
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| Skills: |
| S1. | Develop pedagogies such as explicit teaching and the use of worked examples, problem-solving, scaffolding and the development of thinking skills and how these relate to the teaching and learning of mathematics |
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| S2. | Design and explain learning activities that cater to a range of students, including First Nations people, EAL learners and a range of skills. |
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| S3. | Develop mathematical competence in mathematical content areas, including number, algebra, measurement, space, statistics, and probability. |
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| S4. | Create learning activities that align with the curriculum, current research, and education policy. |
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| S5. | Develop assessment tasks that will evaluate student learning and inform future teaching. |
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| Application of knowledge and skills: |
| A1. | Research, develop and demonstrate diversity in mathematics strategies that could be used for diverse learners, including catering to a range of learners, First Nations peoples and EAL learners. |
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| A2. | Use a range of assessments to design future learning activities. |
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| A3. | Develop classroom strategies to support children`s learning in mathematics and numeracy in line with curriculum and education policy, including explicit teaching, problem-solving and the development of thinking skills. |
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| A4. | Complete LANTITE hurdle task |
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| Unit Content: |
Topics to be covered
- Knowledge and understanding of the concepts related to mathematics and numeracy content: number, algebra, measurement, space, statistics, and probability.
- Assessment strategies, including formative and summative approaches to assess student learning.
- Understand how students learn, referring to curriculum, current research and education theory, and the implications of this for teaching, including explicit teaching, problem-solving, and the development of thinking skills.
- Reflection of personal mathematics and teaching skills.
- Select and use resources for mathematics teaching and learning.
- Organise content into e?ective learning activities focusing on including a range of students from different cultures and skills.
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| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K4, K5, S1, S2, S3, S4, A1, A2, A3 | Research task: Research and report using a peer presentation on the teaching of a mathematical topic, focusing on meeting the speciļ¬c learning needs of a range of students. | Peer presentation | 40-60% | | 2. | K1, K2, K3, K4, K5, S1, S2, S3, S4, S5, A1, A2, A3 | Teaching Activity: Assess student understandings in mathematics by formative approaches, to then plan and analyse learning activities for students in line with current curriculum to cater for a range of abilities. | Teaching Activity | 40-60% | | 3. | A4 | LANTITE Literacy Test (external) | Hurdle | S/UN | | 4. | A4 | LANTITE Test Numeracy (external) | Hurdle | S/UN |
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