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EDMA552 Mathematics and Numeracy 1: Number and Algebra with Geometry and Measurement (Birth - 12 Years)

Unit rationale, description and aim

This unit develops pre-service teachers' capacity to plan and evaluate teaching programs and resources in Mathematics and numeracy for early childhood and primary learners. The unit focusses on advanced teaching, learning and assessment in the area of number and algebra alongside core learnings in statistics and probability and in relation to State and National curriculum documents. It focusses on the underlying principles and concepts that enable teachers to critically evaluate teaching strategies in planning, implementing, monitoring and assessing learning experiences for Mathematics. The unit introduces key understandings about pedagogical and technological innovations in Mathematics and numeracy and the relationship of these to the development of curriculum, assessment and resources. Pre-service teachers apply this knowledge to the development of a range of appropriate resources, including ICTs and digital resources, and teaching programs for early childhood and primary contexts. They identify and analyse support for children in these programs as they transition from prior-to-school to school settings, including professional learning and support services. They also develop and demonstrate their capacity to differentiate teaching, learning and assessment to cater for learners from diverse backgrounds and across the full range of abilities.

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 - synthesise the concepts, substance and structure of curriculum in Mathematics and numeracy for developing curriculum and assessment plans for early childhood and primary contexts, with reference to relevant State and National curriculum documents (GA5; APST 2.1, 2.2, 2.3, 3.1, 3.2, 5.1; ACECQA B1, B2, B3)

LO2 - critically analyse and reflect on the features and uses of teaching strategies and resources, including ICTs and digital resources, and effectively, safely and ethically apply these to teaching programs for developing learning in Mathematics (GA4, GA5, GA9; APST 2.1, 2.6, 3.4, 4.5; ACECQA B3, C4)

LO3 - integrate theories of mathematical learning and pedagogy to the design and evaluation of teaching programs and resources (GA8; APST 1.1, 1.2, 2.3, 3.2, 3.3, 3.6; ACECQA B3, B9, C4)

LO4 - apply understandings of learner diversity and disability to set challenging but achievable learning goals and differentiate teaching programs in Mathematics that are responsive to full range of abilities (GA1, GA4, GA8; APST 1.1, 1.2, 1.3, 3.1, 3.6; ACECQA B3, C4, C5, C6).

In addition, pre-service teachers undertaking the Mathematics and Numeracy Specialisation should be able to: 

LO5 - synthesise a range of data and evidence about learning and pedagogy in a selected context and apply it to the development of plans for the implementation and evaluation of a pedagogical innovation designed to improve teaching and learning Mathematics and numeracy (GA4, GA5, GA8; APST 1.1, 1.2, 3.6; ACECQA A2, B1, B2, B3, B9, C4, C5, C6).

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 

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

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


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

On successful completion of this unit, pre-service teachers should have developed understandings and practices that:

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

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

3.3 Include a range of teaching strategies.

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

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

This unit provides teaching and learning support to:

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.

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.

2.6      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.

3.2      Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

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

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.

6.2      Understand the relevant and appropriate sources of professional learning for teachers.

Additionally, on successful completion Mathematics and Numeracy specialisation pre-service teachers should have the ability to: 

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.  

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

3.3 Include a range of teaching strategies.  

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

6.2 Understand the relevant and appropriate sources of professional learning for teachers. 


On successful completion of this unit, pre-service teachers should have developed the following specific knowledge: 

A2 Language development 

B1 Early Years Learning Framework 

B2 The Australian curriculum 

B3 Numeracy, science and technology  

B9 Curriculum planning, programming and evaluation  

C4 Teaching methods and strategies 

C5 Catering to children with diverse needs and backgrounds 

C6 Working with children who speak languages other than or in addition to English  


The topics will include:

  • National and state curriculum documents for program planning and evaluation; including Early Years Learning Framework and Australian Curriculum: Mathematics
  • Mathematical investigations and open-ended tasks; constructing mathematical knowledge and orchestrating mathematical discourse, reasoning, argumentation, and proof
  • Technological and pedagogical innovations in Mathematics and numeracy; strategies, activities and resources that enhance teaching and learning, including manipulatives, digital technologies, and visual representations
  • Understanding and supporting mathematical development for diverse learners (birth to 12); with an emphasis on Number and Algebra & Statistics and Probability
  • Strategies for engaging diverse learners in Mathematics and numeracy; diagnosing and planning for the support of learners to who are working beyond or below expected standards
  • Evidence-based monitoring, assessment and reporting of Mathematics and numeracy within early childhood and primary contexts; including standardised, formative and summative assessments and strategies

An additional online master class module for the Mathematics and Numeracy Specialisation should include:

  • Sources of professional learning for Mathematics and numeracy teachers in early childhood and primary contexts
  • Leading professional learning in early childhood contexts
  • Contemporary pedagogical innovations in Mathematics and Numeracy; focussing on transitions and early intervention
  • Quantitative and qualitative data; developing evidence of context, teaching and learning
  • Literature reviews; using research to inform innovation teaching and learning
  • Research designs, methodologies and methods for action research and critical praxis research.

Learning and teaching strategy and rationale

Engagement for learning is the key driver in the delivery of this curriculum which is offered in online mode. A range of teaching and learning strategies are employed to reflect technology-enhanced learning in developing pre-service teachers’ knowledge and understanding of contemporary Mathematics and numeracy learning pedagogies with a focus on number and algebra alongside statistics and probability as can be applied in early childhood and primary contexts. These include synchronous and/or asynchronous digital engagement in: interactive learning activities and experiences; student-led discussion forums and group work; directed reading activities; and ICT as a pedagogical tool for mediating across mathematical and numeracy teaching strategies.

Pre-service teachers will follow guidelines to identify and engage with physical and digital resources and teaching strategies that facilitate their knowledge of content and pedagogical content knowledge for engaging children with Mathematics and numeracy for early childhood and primary contexts. Online learning activities and resources will facilitate pre-service teachers’ critical analysis and reflection of these experiences for developing pedagogies and practices for developing skills and positive dispositions towards learning in Mathematics with learners in early learning and primary contexts. There will be an opportunity for the content to be applied in Professional Experience Studies where pre-service educators will draw on theoretical, practical and ICT considerations from this unit for planning and implementing learning sequences during professional experience placement.

EDMA642 also includes a master class that provides additional online learning experiences for pre-service teachers completing a primary specialisation in Mathematics and numeracy. This focuses on the development of research and leadership knowledge and skills for supporting and leading quality learning in Mathematics and numeracy for early learners, with a focus on transitions and early intervention.

Technology Enhanced Learning

The online teaching and learning in this unit will be offered via a LEO unit site. Lectures, lecture summaries and/or tutorial activities may be recorded to support student learning. Pre-service teachers will be notified when an activity is being recorded prior to the commencement of the activity.

Assessment strategy and rationale

The assessment tasks and weightings allow pre-service teachers to progressively demonstrate the course learning outcomes by demonstrating academic and professional standards through achievement against the unit learning outcomes. The Curriculum Studies units in this course focus on developing understanding of and skills in curriculum, pedagogy and assessment for a selected discipline with reference to the Early Years Learning Framework and the primary learning areas of the Australian Curriculum. Emphasis is given to demonstrating professional knowledge of the content and how to teach it (APST 2), and professional practice in planning and implementing learning (APST 3) and assessing learning (APST 5) in the selected area. In EDMA652 the assessment focuses on applying pedagogical content knowledge to learning in Mathematics and numeracy for children from birth to 12 years with a focus on number, with connections to algebra, statistics and probability. The two assessment tasks are sequenced to allow feedback and progressive development in demonstrating pedagogical practice. The first task facilitates pre-service teachers demonstrating knowledge and skills in developing learning, teaching and assessment sequences. The second task is differentiated in relation to completing a primary specialisation in Mathematics and numeracy. Pre-service teachers who are not completing this specialisation will apply knowledge and skills in using ICT tools in Mathematics and numeracy by developing resources and related teaching strategies. Pre-service teachers who are completing the specialisation will apply knowledge and skills in research to design a plan for investigating and leading learning in Mathematics and numeracy. The weighting of the tasks reflects the advanced application of knowledge and skills required in the second task.  

A range of assessment procedures are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements. (

Minimum Achievement Standards

The assessment tasks for this unit are designed for pre-service teachers to demonstrate achievement of each learning outcome. In order to pass this unit, students are required to successfully complete all assessment tasks.

Critical Tasks for Initial Teacher Education (CTITE): This unit includes a Critical Task for Initial Teacher Education (CTITE) for Mathematics and Numeracy specialisation pre-service teachers. This is one of a set of tasks developed as culminating assessment of the Graduate Teacher Standards for use with all pre-service teachers. To pass this CTITE pre-service teachers will need to successfully demonstrate all Graduate Teacher Standards that are summatively mapped to this task. The description, criteria, standards and moderation of these tasks are mapped across the course to facilitate consistent and comparable judgements. Pre-service teacher data from these tasks is used to confirm achievement of the Graduate Teacher Standards, validate the tasks and evaluate and improve programs.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1

Teaching, learning and assessment plan

Teaching, learning and assessment plan with rationale for an upper primary context (8-12 years) focussing on: number and one of either algebra, statistics or probability; an authentic summative assessment; and differentiating for learners from a variety of backgrounds (including Aboriginal and Torres Strait Islander, ESL and EAL/D students).


LO1, LO2, LO3, LO4

GA1, GA4, GA5, GA8, GA9

Assessment Task 2 (Option 1)

CTITE9: Pedagogical Project Plan

(Mathematics and Numeracy Specialisation)

Research project plan for leading the implementation and evaluation of a pedagogical innovation linking research with innovation in a selected early learning context.


LO3, LO5

GA4, GA5, GA8 , GA10

Assessment Task 2 (Option 2)

ICT Learning Resource with Teaching Strategies

(all other pre-service teachers)

Part A: Group Component

Creation and critical analysis of a digital resource/s to support teaching and learning of number and one of algebra, statistics or probability with early childhood learners including links to curriculum and safe and ethical use of ICT.

Part B: Individual Component

Teaching strategies and plans for a numeracy block with rationale for using digital resource from Part A.


LO1, LO2, LO3, LO4

GA1, GA4, GA5, GA8, GA9

CTITE9: Pedagogical Project Plan

(for pre-service teacher completing a Mathematics and Numeracy Specialisation)

Prepare a research project plan for leading the implementation and evaluation of a pedagogical innovation that links research about student learning with innovative teaching strategies in a selected early learning context. The innovation should be in Mathematics and/or numeracy. The report should be supported by supplementary evidence that demonstrates the implementation of the innovation.

The plan should include:

  • Context analysis evidencing the sociocultural and pedagogical context, learners and learning;
  • Literature review including a theoretical model for learners and learning within the pedagogical innovation;
  • Research design outlining the process for implementing and evaluating the innovation; and
  • Reflective analysis considering the implications of the project for evaluating teaching programs and improving student learning.

Representative texts and references

Required Text

Early Years Learning Framework:

Australian Curriculum: Mathematics:

Recommended References

Askew, M. (2012). Transforming primary mathematics. New York, NY: Routledge.

Anthony, G., & Walshaw, M. (2009). Characteristics of effective teachers of mathematics: A view from the west. Journal of Mathematics Education, 2(2), 147-164.

Ball, D. B., & Ruhama, E. (Eds.). (2009). The professional education and development of teachers of mathematics: The 15th ICMI study. New York, NY: Springer.

Lee, S. -J., Brown, R. E., & Orrill, C. H. (2011). Mathematics teachers' reasoning about fractions and decimals using drawn representations. Mathematical Thinking and Learning, 13(3), 198-220.

Makar, K., Dole, S., Visnovska, J., Goos, M., Bennison, A., & Fry, K (Eds.). (2016). Research in Mathematics Education in Australasia 2012-2015. Singapore: Springer.

Perry, B., Lowrie, T., Logan, T., MacDonald, A., & Greenlees, J. (2012). Research in mathematics education in Australasia 2008-2011. Rotterdam, The Netherlands: Sense.

Stein, M.K., Engle, R.A., Smith, M. S., & Hughes, E.K. (2015). Orchestrating productive mathematics discussions: Helping teachers learn to better incorporate student thinking. In. L. Resnick, C. Asterhan, & S. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 375-388). Washington, DC: American Educational Research Association.

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