Unit rationale, description and aim

The unit provides university students with the opportunity to engage with mathematical concepts and techniques that they can apply across various disciplines. Proficiency in using a range of mathematical processes is an important skill for academic success and is necessary for students to solve problems and develop their capacity to analyse and interpret data in different scenarios. The unit is designed to introduce mathematical concepts including: ratios, rates, proportions, trigonometric formulas, financial maths, and the formation of equations. Students will develop the ability to understand the application of these mathematical tools in real-life situations. They will further gain skills to unpack key information of problem statements and successfully apply the concepts to solve problems. The learning and teaching activities are developed to enhance students’ confidence to produce graphical representations of numerical data and interpretation using appropriate mathematical language. The aim of this unit is to provide background knowledge and conceptual understanding of a range of mathematical concepts necessary for university study. The key focus is for students to improve their mathematical problem-solving skills to ensure a smooth learning journey for future studies. 

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

Nil

Incompatible

FSMA001 - Mathematics 1, FSMA002 - Mathematics 2

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Use a variety of mathematical techniques to create...

Learning Outcome 01

Use a variety of mathematical techniques to create formulas that describe relationships between variables and extract information about these relationships to form conclusions
Relevant Graduate Capabilities: GC1, GC2, GC8, GC11

Apply critical thinking skills and mathematical pr...

Learning Outcome 02

Apply critical thinking skills and mathematical processes to solve problems in different scenarios in a university context
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC10, GC11

Report on data using computational and graphical t...

Learning Outcome 03

Report on data using computational and graphical tools, and accurate mathematical language
Relevant Graduate Capabilities: GC1, GC2, GC3, GC10, GC11

Content

Topics will include:

  • Working with contexts requiring proportional reasoning strategies
  • Understanding basic trigonometric applications
  • Application of financial mathematics models
  • Mathematical modelling processes
  • Problem solving language and techniques
  • Data analysis representations and interpretations

Assessment strategy and rationale

Various methods will be used to assess the application of students’ knowledge. The criteria are included in the assessment task details to ensure that students know which mathematical skills are being assessed.

The first assessment is an opportunity for students to demonstrate their problem-solving skills from topics within the unit. Students will identify key information from the task and present solutions and justifications in appropriately written mathematical language. The second assessment will check students’ ability to collect and analyse data using technology including spreadsheets and appropriate communication strategies. The final assessment is designed to evaluate the extent of students’ understanding and skills in the topics covered over the course of the unit.

These tasks provide students with opportunities to demonstrate the skills and knowledge that relate to the unit's learning outcomes.

Overview of assessments

Assessment 1: Problem solving task Students are ...

Assessment 1: Problem solving task

Students are required to provide individual written responses to apply, describe and evaluate the processes of problem-solving techniques.

Weighting

25%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC2, GC3, GC7, GC8, GC10, GC11

Assessment 2: Data report Students will explain...

Assessment 2: Data report

Students will explain modelling strategies for data sets and the methods used to analyse them using appropriate mathematical tools and language.

Weighting

35%

Learning Outcomes LO2, LO3
Graduate Capabilities GC1, GC2, GC3, GC7, GC8, GC10, GC11

Assessment 3: Examination Students will demonstr...

Assessment 3: Examination

Students will demonstrate their understanding of the skills covered in the content of this unit.

Weighting

40%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC2, GC3, GC7, GC8, GC10, GC11

Learning and teaching strategy and rationale

The approach to learning facilitated in this unit is based on small group and class activities that are student focused and have been designed to maximise opportunities for students to work individually and collaboratively with their peers and teachers, to develop their understanding of mathematical concepts in various contexts. By actively participating in learning activities, students will build on current levels of skills and knowledge and prior mathematical experiences and transfer this knowledge to new university contexts.

There will be an ongoing focus on problem-based learning strategies to extend and enrich students’ numeracy and mathematical language skills, and students will be taught to use appropriate technologies to apply these to their learning. Students will also be provided with continuous teacher feedback during class activities and for assessment tasks, so that they can work on improving their strategies and depth of understanding in consecutive tasks. Resources will be provided online, with clear scaffolded instructions to support students with unpacking the key components of problems and using the information and their mathematical knowledge to determine solutions.  

Representative texts and references

Representative texts and references

Evans, M., Lipson, K., Jones, P., Greenwood, D. (2015). Mathematical methods units 3&4: Cambridge senior mathematics Australian curriculum / VCE. Cambridge University Press.

Evans, M., Wallace, D., Lipson, K., Greenwood, D. (2015). Mathematical methods Units 1&2: Cambridge senior mathematics Australian curriculum / VCE. Cambridge University Press.

Fitzpatrick, J. B., & Aus, B. (2019). New senior mathematics: Advanced for Years 11 & 12:. Pearson Australia.

Grove, M. (2017). Maths in focus: Year 11 Mathematics advanced. Cengage Learning Australia.

Grove, M. (2019). Maths in focus. Year 12: Mathematics advanced. Cengage Learning Australia.

Jones, P., Evans, M., Lipson, K., Staggard, K. (2016). Further mathematics revised Units 3&4: Cambridge senior mathematics Australian curriculum / VCE. Cambridge University Press.

Powers, G. (2018). Cambridge Maths Stage 6 NSW Maths Standard two Year 12). Cambridge University Press.

Locations
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