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EDMA262 Mathematics: Learning and Teaching 1

Unit rationale, description and aim

In an increasingly technological society, a strong understanding of mathematics is a major asset to an individual seeking to participate fully and meaningfully in society. This unit, following on from Exploring Mathematics 1, uses a problem solving approach and an emphasis on deep understanding of important mathematical content knowledge needed for teaching. There is a particular emphasis in content and assessment on “real-world” applications of mathematics. The kinds of approaches to teaching and learning advocated in Learning and Teaching Mathematics 1 and Learning and Teaching Mathematics 2 are modelled in this unit, where the desire is to increase the confidence and competence of students with mathematics.

This unit aims to provide pre-service teachers with a deep understanding of important mathematical content knowledge needed for teaching, with a focus on rational number (fractions, decimals, and percentages), proportional reasoning, probability and statistics, and algebraic thinking and reasoning.

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 - Demonstrate a connected understanding of mathematical content, including rational number, proportional reasoning, probability and statistics, and algebraic thinking and reasoning (GA5, GA8; APST 2.1; ACECQA B3)

LO2 - Describe the mathematics used in a variety of employment situations and/ or curriculum areas other than mathematics (GA5; APST 2.5; ACECQA B3)

LO3 - Discuss the connections between different mathematical domains (GA5; APST 2.1; ACECQA B3)

LO4 - Effectively use appropriate technologies in problem solving in mathematics (GA6, GA9; APST 2.6; ACECQA B3)

LO5 - Demonstrate how mathematics is a powerful tool in making sense of the world (GA5; ACECQA B3)

Graduate attributes

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

GA6 - Solve problems in a variety of settings taking local and international perspectives into account

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:

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

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.


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

B. Education and curriculum studies 

B3. Numeracy, science and technology


Topics will include:

  • Problem solving and mathematical modelling
  • Rational number (fractions, decimals, percentages)
  • Proportional reasoning
  • Probability
  • Statistics
  • Algebraic thinking and reasoning.
  • Technology and mathematics
  • Mathematics and numeracy in the workplace
  • The use of mathematics in the media

Learning and teaching strategy and rationale

Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit. Participants will be involved in a variety of teaching-learning strategies to support learning, including: lectures, tutorials, workshops, self-guided tasks, web-based tasks, and fieldwork.

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total with a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then become private study.

Assessment strategy and rationale

The assessment tasks and their weightings are designed to allow pre-service teachers to progressively demonstrate achievement against the unit learning outcomes and demonstrate attainment of professional standards.

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1

Mathematics beyond the classroom. This may involve mathematics in the workplace, or in a second curriculum area. A report of findings will be made which may, for example, be an electronic presentation that provides a useful resource for their peers.


LO1, LO2, LO5

GA5, GA8

Assessment Task 2 Problem solving: Students will engage in a series of problem solving tasks during the course. Formal assessment of this will occur though one or more of the following:

  • the presentation of a group or individual problem solving presentation,
  • an oral presentation,
  • a written report,
  • the presentation of a folio

The selected task must address the required Learning Outcomes


LO1, LO4

GA5, GA6, GA8, GA9

Assessment Task 3

Written examination: Students will be required to demonstrate their understanding of key mathematical content and problem solving skills in an examination, which will consist of a range of mathematical problems.


LO1, LO3, LO4

GA5, GA6, GA8, GA9

Representative texts and references

Amdahl, K., & Loats, J. (1995). Algebra unplugged. Broomfield, CO: Clearwater Publishing.

Bassarear, T. (2008). Mathematics for elementary school teachers (4th ed.). Boston: Houghton Mifflin.

De Klerk, J. (2007). Illustrated maths dictionary (4th ed.). Sydney: Longman.

Haylock, D. (2011). Mathematics explained for primary teachers (4th ed.). London: Sage.

Jacobs, H. R. (2002). Mathematics: A human endeavour (3rd ed.). New York, NY: W. H. Freeman.

Lamon, S. J. (2012). Teaching fractions and ratio for understanding: Essential content knowledge and instructional strategies for teachers (3rd ed.). New York: Routledge.

Milgram, R. J. (2004). The mathematics pre-service teachers need to know. Stanford, California: Department of Mathematics.

The Consortium for Mathematics and Its Applications. (2002). Mathematical models with applications. New York, NY: W. H. Freeman.

Towler, K. (2010). Mathematics dictionary: Algorithms and rules in mathematics for secondary students. South Melbourne, Vic: Nelson/Cengage Learnings.

Yates, D. S., Starnes, D. S., & Moore, D. S. (2005). Statistics through applications. New York, NY: W. H. Freeman.

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