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EDMA299 Curriculum, Pedagogy and Assessment in Mathematics Education 1 OR EDMA217 Curriculum, Pedagogy and Assessment in Mathematics Education 1


EDMA478 Curriculum, Pedagogy and Assessment in Mathematics Education 2

Unit rationale, description and aim

In order to plan and deliver lesson that promote learner engagement and enhance student learning, intending secondary teachers need a knowledge and understanding of the senior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas, including teaching/learning that responds to the high-stakes assessment that is usual feature of senior secondary schooling

In this unit, pre-service teachers will consider the place of Mathematics education in contemporary Australian society, and the senior secondary Mathematics curriculum, in particular. They will explore a range of evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment. Pre-service teachers will learn approaches for building Mathematical knowledge and how to provide constructive feedback and reporting. They will learn approaches for engaging senior secondary learners and to meet the learning needs of diverse students in the senior secondary years. They will further develop skills to shape the dialogic talk of the classroom. Pre-service teachers will formulate unit and assessment plans in order to demonstrate a knowledge of curriculum, learning and assessment theory. They will assemble a resource folio to demonstrate capacity to collect, create and critique resources for effective teaching and learning and to link with curriculum. They will investigate issues and considerations of curriculum implementation as found in the practical reality of schools.

The aim of this unit is for the pre-service teacher to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching Mathematics at a senior secondary level.

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.

On successful completion of this unit, students should be able to:

LO1   explain the principles of curriculum design and the inherent knowledge, skills and understandings that students require to achieve the outcomes of the senior secondary Mathematics curriculum (GA4, GA5, GA8; APST 1.1, 1.2, 2.1)

LO2   identify and describe research-informed teaching and learning strategies that support student academic growth across the full range of abilities and diverse backgrounds including Aboriginal and Torres Strait Islander students (GA1, GA4, GA5, GA8, GA9; APST 1.2, 1.3, 1.4, 1.5, 2.1, 3.3) 

LO3   develop a range of engaging and challenging activities incorporating a range of resources including ICT to meet the specific learning needs of all students  (GA4, GA5, GA8, GA9, GA10; APST 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.5, 2.6, 3.1, 3.3, 3.4, 4.1, 4.5) 

LO4   develop a range of assessment strategies to support student learning and the evaluation of teaching and curriculum (GA4, GA5, GA7, GA8, GA9; APST 2.1, 2.3, 3.6, 5.1, 5.2, 5.3, 5.4)

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA7 - work both autonomously and collaboratively 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 

GA10 - utilise information and communication and other relevant technologies effectively.


On successful completion of this unit, pre-service teachers should be able to:

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.3 Include a range of teaching strategies.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.


Topics will include:

  • Mathematics in the Australian curriculum context: historical context and current frameworks and documentation
  • The Australian senior secondary Mathematics curriculum
  • Planning for effective teaching in Mathematics
  • Effective senior Mathematics teaching and learning
  • Differentiated teaching in Mathematics
  • Needs of learners from diverse cognitive, physical, social, cultural backgrounds
  • Digital resources and approaches for senior Mathematics education
  • Engaging all learners in senior Mathematics education studies
  • Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in Mathematics education
  • Assessing student learning and reporting achievement in senior Mathematics education
  • High-stakes assessment in Senior Secondary Mathematics education, including the specific moderation process, student data interpretation
  • Composing assessment items in Mathematics education
  • An introduction to data-informed teaching in Mathematics
  • Professional responsibilities and relationships
  • Professional associations and continued professional learning

Learning and teaching strategy and rationale

This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of effective pedagogies through active engagement and collaborative learning. The pre-service teacher will build an understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group work. The pre-service teacher’s teaching skills of planning and assessing, and his/her ability to locate and synthesise information, will be developed through designing curriculum appropriate for a Mathematics education context. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.

Teaching and learning strategy described above will use an appropriate selection of approach, including, for example:

  • Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
  • Hands-on tutorials and discussions that promote peer learning
  • Microteaching opportunities
  • Self-directed reading and research
  • Collaborative learning opportunities

 Technology Enhanced Learning

The unit will include a Learning Environment Online (LEO) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between on campus content and school experiences. It may include:

  • Online review exercises.
  • Discussion board to exchange ideas and refine learning.
  • Video illustrations of teaching practice and focussed readings addressing a wide spectrum of teaching contexts, practices and competencies

Assessment strategy and rationale

The assessment tasks and their weightings are designed to allow the pre-service teacher to progressively demonstrate achievement against the course learning outcomes by demonstrating attainment of academic and professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of the Australian Professional Standards for Teachers: Graduate.

The three assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1, pre-service teachers gain an indepth understanding of the senior curriculum and identify areas of the curriculum students find challenging and research strategies to facilitate learning. Through completing Task 2, pre-service teachers will create a folio of learning activities for the senior curriculum which meets the needs of a diverse range of learners. In Task 3 the pre-service teachers pre-service teacher will develop her/his communication and teamwork skills and apply knowledge of curriculum planning and teaching and assessment strategies in the development of assessments for a range of content. These tasks reflect the ‘real world’ of school contexts, teaching responsibilities and collaborative nature of the teaching profession, thereby preparing the pre-service teacher for professional experience placement and one’s role as a teacher.

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to demonstrate achievement of all learning outcomes by submitting all assessment tasks and obtaining a combined score of at least 50% and meet the requirements of the Critical Tasks which are core to the demonstration of a number of Australian Professional Teacher Standards:

  • Assessment Task 2: Folio of Learning Activities
  • Assessment Task 3: Formative and Summative Assessment

Pre-service teachers must demonstrate mastery of every summative standard listed in the learning outcomes and attain a score of at least 50% in each of the critical tasks in order to pass this unit.

Electronic Submission, Marking and Return

Assessment task submission and return of marked assessment will be done through Turnitin on LEO. Tasks will be marked and returned three weeks after the assessment is completed.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1: Curriculum Review and Research Report

Compile a research report that make evidence-based recommendations on approaches to teaching, learning and assessing students in a particular topics/areas of Mathematics in senior secondary Mathematics that would be considered complex and typically difficult for students to grasp. The report should include:

  • Foundation knowledge
  • Misunderstandings
  • Teaching and learnings strategies to improve student knowledge, skills and understanding
  • Strategies to support the participation of students from diverse backgrounds

 Present a professional learning plan to address potential gaps or weaknesses in personal knowledge for teaching AC Mathematics. Identify relevant professional learning opportunities.


LO1, LO2

GA1, GA4, GA5, GA8, GA9

Assessment Task 2: Folio of learning activities

Critical Task

Create a folio of 6 – 10 engaging learning activities across a range of curriculum topics and skills relevant to senior secondary Mathematics education. The following requirements need to be addressed across multiple learning activities:

  • Learning outcomes for the students at respective stages
  • Pedagogical approaches to teaching literacy skills
  • Explicit development of literacy skills
  • Catering to the diversity of student learning needs
  • Ways of differentiating the learning experiences to provide challenge for all students
  • At least one activity in which ICT is employed to develop student skills in senior Mathematics
  • Promoting higher order thinking
  • Cross-curriculum capabilities

 Critically reflect on the theories and pedagogical strategies of teaching Mathematics integrated into this folio.


LO1, LO2, LO3

GA1, GA4, GA5, GA8, GA9, GA10

Assessment Task 3: Formative and Summative Assessment

(Group task)

Choose 3 – 4 activities developed in assessment task 2. Develop a range of quality teaching resources to extend each activity including formative and summative assessments. The teaching resources for each activity will include:

  • a rationale which accounts for the choice of content
  • outcomes/achievement standards linked to the curriculum
  • assessments
  • marking guidelines/criteria
  • source material as appropriate
  • moderation processes for making judgements on student learning
  • strategies for providing feedback
  • samples of student work with annotated feedback
  • plan for evaluating teaching to improve student learning.


LO1, LO2, LO3, LO4

GA1, GA4, GA5, GA7, GA8, GA9, GA10

Representative texts and references

Required text(s)

Australian Curriculum

Australian Curriculum, Assessment and Reporting Authority (ACARA)

Relevant jurisdictional curriculum documents

Goos, M., Vale, C., & Stillman, G.(2017). Teaching secondary school mathematics: Research and practice for the 21st century (2nd ed.). Sydney, NSW: Allen & Unwin.

Nelson, D. (Ed.). (2000). Dictionary of mathematics (4th ed.). London, UK: Penguin.

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