Unit rationale, description and aim

Initial Teacher Education (ITE) students of all year levels must develop knowledge and understanding of specific mathematics subject-matter knowledge, and mathematics pedagogical-content knowledge, and how to address the requirements of the current Australian Curriculum and the Early Years Learning Framework.

ITE students will explore theories of learning mathematics and effective teaching and learning strategies that enhance children’s understanding of mathematical content and proficiencies. Emphasis will be placed on enhancing ITE students’ content knowledge in the areas of Number, Algebra, Measurement, and Space and their understanding of how early childhood and primary school students’ knowledge develops in these areas. Opportunities to advance problem-solving, reasoning, analytical thought, and fluency will permeate the unit. ITE students will explore ways to foster their personal creativity, confidence, and positive mindsets in mathematics, as well as identify ways of nurturing the affective aspects of learning in mathematics for students from birth to 12 years. ITE students will develop knowledge, understanding and skills in relation to planning, teaching, and assessing early childhood and primary school students’ knowledge and skills in mathematics with a focus on Numbers, Algebra, Measurement, and Space.

The aim of this unit is to introduce early childhood and primary school mathematics education by investigating current directions, including social justice issues, drawing on contemporary research, national and state curriculum documents and initiatives.

2025 10

Campus offering

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  • ACU Term 3Online Unscheduled
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  • Semester 1Multi-mode

Prerequisites

Nil

Incompatible

EDMA504 Mathematics Education 1

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.

Demonstrate informed conceptions of current direct...

Learning Outcome 01

Demonstrate informed conceptions of current directions in mathematics and numeracy education including culturally responsive and socially critical perspectives by drawing on relevant research, the Early Years Learning Framework, the current Australian Curriculum: Mathematics and other state and national policy and curriculum documents (APST 1.2, 2.5; ACECQA A8, B1, B2, B3)
Relevant Graduate Capabilities: GC1, GC2, GC9

Apply theories and research about early childhood ...

Learning Outcome 02

Apply theories and research about early childhood and primary school students’ development of mathematical content and proficiencies to create powerful learning experiences, including the use of digital technologies, for students in Whole Numbers, Measurement, and Space as required by the current Australian Curriculum: Mathematics and other relevant curriculum documents (APST 1.1, 1.2, 2.1, 2.3, 2.6, 3.2, 3.3; ACECQA A8, B2, B3, C1, C2, C3)
Relevant Graduate Capabilities: GC2, GC7, GC9

Analyse the Early Years Learning Framework and the...

Learning Outcome 03

Analyse the Early Years Learning Framework and the current Australian Curriculum: Mathematics and the effectiveness of different theories and approaches to teaching mathematics that cater for children across a full range of abilities, including formative and summative assessment, and diagnostic uses of assessment data to articulate and apply pedagogies and approaches to support students’ diverse learning needs (APST 1.1, 1.2, 1.3, 1.5, 2.3, 2.5, 3.1, 3.3, 4.1, 4.2, 5.1, 5.4; ACECQA B2, B3, C1, C2, C4, C5)
Relevant Graduate Capabilities: GC7, GC9

Use language, symbols, visual representations and ...

Learning Outcome 04

Use language, symbols, visual representations and other resources including digital technologies as tools to design learning sequences and organise lesson activities to support students’ mathematical learning of Whole Number, Measurement, and Space, as outlined in relevant documents (APST 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4; ACECQA B1, B2, B3, C1, C2, C4)
Relevant Graduate Capabilities: GC1, GC2, GC8, GC9, GC11

Content

Topics will include:

  • Contexts of curriculum
  • State and national curriculum documents, national and local policy documents, social and cultural perspectives in mathematics
  • Students and mathematical understanding
  • Theories of students’ mathematical learning with a focus on the brain and learning to develop an understanding of why specific instructional practices work and how to implement these practices
  • Ways that mathematics teaching and learning impacts on the development of student's social and intellectual development
  • Student misconceptions and expected trajectories of mathematics learning in the topic areas of Numbers, Algebra, Measurement, and Space
  • Mathematical pedagogy, including inquiry-based learning and mathematics in integrated STEM; effective pedagogical practices including explicit modelling and scaffolding
  • Strategies to enhance all students’ learning through the use of representations including concrete materials/manipulatives, mathematical language, visuals, and symbol use including the use of digital technologies in representing mathematical ideas and concepts
  • Mathematical tasks as tools that promote deep student learning of mathematics content and proficiencies (ways of working mathematically)
  • Designing lesson sequences and mathematical learning experiences for students of varying abilities
  • Management and organisation of mathematical learning experiences
  • Research-informed approaches to successful mathematics learning that are responsive to the strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
  • Mathematical knowledge for teaching and mathematical in the areas of Whole Numbers and Algebra, Measurement and Space
  • Conceptual and procedural understanding of the strands of Numbers,  Algebra, Measurement, and Space and how the big ideas of these strands are understood and taught in the early childhood and primary years of schooling.

Assessment strategy and rationale

The assessment tasks and their weightings allow ITE students to progressively demonstrate achievement against the course learning outcomes by demonstrating academic and professional standards. The assessment in curriculum and pedagogy units focuses on applying content knowledge and skills to the design and implementation of curriculum, pedagogy and assessment. In EDMA500, the assessment focuses on pedagogies for developing mathematics and numeracy in Numbers and Algebra, and Measurement and Space. The three tasks are sequenced to allow feedback and progressive development in using and developing pedagogies for Mathematics and numeracy.

Minimum Achievement Standard

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

In order to pass this unit, you are required to successfully complete all assessment tasks as per the Assessment Policy and gain an overall pass mark.

Electronic Submission, Marking and Return

All relevant assessment items will be submitted electronically via the unit Learning Management System site. Marking will include a moderation process. Assessment returns will occur within the 3 week period as per the Assessment Policy. 

Overview of assessments

Assessment Task 1: Journal entry Critically refl...

Assessment Task 1: Journal entry

Critically reflect and develop a journal entry that draws together understandings from the lectures, tutorial/workshop activities, prescribed readings and other mathematics education research sources, and where possible, observations from professional experiences about the content area of Space explored in the unit.

The journal entry must demonstrate critical reflection and a growing understanding of:

(a) big ideas/key concepts of the content area;

(b) students’ misconceptions and difficulties when learning the content area;

(c) teaching strategies and appropriate tasks (including materials and representations) that best support the learning of all students and reflect evidence-based practices;

(d) curriculum progression related to the content area as articulated in curriculum documentation; and;

(e) implications for future early childhood and primary classroom practice

Weighting

20%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC7, GC8, GC9, GC11
Standards ACECQA -A8, ACECQA -B1, ACECQA -B2, ACECQA -B3, ACECQA -C1, ACECQA -C2, ACECQA -C3, ACECQA -C4, ACECQA -C5, APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)4.1, APST(GA)4.2, APST(GA)5.1, APST(GA)5.4

Assessment Task 2: Assess student learning, inter...

Assessment Task 2: Assess student learning, interpret and report on student data then recommend a specifically targeted teaching plan.

Undertake an interview with one student in any year preschool (3-5-year-olds) or F-6 for the purpose of assessing the child’s conceptual development of the content areas of Whole Number (with a focus on multiplicative thinking for F-6) as addressed in state and/or national curriculum documents relevant to this unit.

Record the child's responses accurately with respect to the interview questions. Interpret the data about the child's understandings and proficiencies with the chosen content area, and form judgments about their mathematical development with reference to a theoretical framework and curriculum progression.

Summarise the data and make judgements about the child's mathematical understanding in a report, with the audience of that report being an in-service teacher. Referring to the student report, propose recommendations for future learning informed by evidence-based practices, posed as learning goals and formulate feedback for the student.

Include research-guided recommendations for a subsequent teaching and learning plan including:

  • Links to pedagogical and curriculum documentation
  • Provisioning the learning environment
  • Curriculum decision-making (student-centred learning)
  • A variety of resources (including ICT, manipulatives, games and tasks)
  • Mathematics-focused learning intentions (concepts and proficiencies) and appropriate instructional strategies
  • Assessment and feedback for the student.
Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC7, GC8, GC9, GC11
Standards ACECQA -A8, ACECQA -B1, ACECQA -B2, ACECQA -B3, ACECQA -C1, ACECQA -C2, ACECQA -C3, ACECQA -C4, ACECQA -C5, APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)4.1, APST(GA)4.2, APST(GA)5.1, APST(GA)5.4

Assessment Task 3: Examination (Restricted open b...

Assessment Task 3: Examination (Restricted open book)

Extended response and/or short answer questions demonstrating conceptions of current directions in mathematics education and understandings of pedagogies, theories, and mathematical knowledge for teaching (both mathematical content and pedagogical content knowledge)

Weighting

30%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC2, GC7, GC9
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.5, APST(GA)2.1, APST(GA)2.3, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)4.1, APST(GA)4.2, APST(GA)5.1, APST(GA)5.4, ACECQA -A8, ACECQA -B1, ACECQA -B2, ACECQA -B3, ACECQA -C1, ACECQA -C2, ACECQA -C3, ACECQA -C4, ACECQA -C5

Learning and teaching strategy and rationale

This unit applies a social constructivist approach, with active engagement in learning a the key element. A range of teaching and learning activities are employed to reflect contemporary mathematics and numeracy learning pedagogies as can be applied in the early childhood and primary contexts. These include interactive learning experiences; student-led discussions and group work; directed hands-on learning activities; real-world problem-solving; and the integration of ICT as a pedagogical tool for accessing, sharing and learning in mathematics. These experiences are facilitated through lectures, seminars, tutorials and self-directed reading/activity guides and study resources. The on-campus learning experiences are supported by online learning strategies, including synchronous and/or asynchronous digital engagement in reading/library tasks, learning activities, and discussion forums as mediated through the Learning Management System unit site.

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 across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, videos etc.

Technology Enhanced Learning

Technology use will be modelled by the teaching team to reflect the nature of technology in early childhood settings and primary schools. Student online platforms will include the Learning Management System. Online materials will be available in advance and as post-learning material. The announcements platform will serve as the main communication platform for all students. The use of forums will be made available if required.

Face-to-face/Online Learning support

Students enrolled in both face-to-face and online learning modes are required to regularly log into the Learning Management System site to access recorded lectures and important announcements, to communicate with other students and lecturers, submit assessments and access feedback and grades. Students who are enrolled in either face-to-face or online learning will have equal access to support from the lecturer in charge and tutors.

Additional equipment requirements for online learning:

  • Reliable broadband access is recommended.
  • Headset with microphone to listen to podcasts, view videos and interact in synchronous classes.

ACU Online

This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, and application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

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

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

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.

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.

1.5 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.

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

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.

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

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.

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

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

ACECQA Curriculum Specifications

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

Standards/Attributes/Criteria

A. Child development and care

A8. transitions and continuity of learning (including transition to school)

B. Education and curriculum studies

B1. Early Years Learning Framework 

B2. The Australian curriculum 

B3. Numeracy, science and technology

C. Teaching pedagogies

C1. alternative pedagogies and curriculum approaches

C2. play based pedagogies

C3 guiding behaviour/engaging young learners

C4. Teaching methods and strategies 

C5. children with diverse needs and backgrounds

Representative texts and references

Required text(s)

Australian Curriculum: Mathematics v.9 https://v9.australiancurriculum.edu.au/

Australian Children’s Education and Care Quality Authority. Early Years Learning Framework https://www.acecqa.gov.au/acecqa-approved-learning-frameworks-version-2.0-communications-toolkit

Van de Walle, J., Karp. K. S., Bay-Williams, J. M., & Brass, A., & Livy, S.(2024). Elementary and middle school mathematics: Teaching developmentally (2nd Australian ed.). Pearson.

Recommended references

Baker, P., Callingham, R., & Muir, T. (2023). Primary mathematics: Integrating theory with practice (4th ed.). Cambridge.

Booker, G., Bond, D., Sparrow, L., & Swan, P. (2020). Teaching primary mathematics (6th ed.). Pearson Australia.

Calder, N., Larkin, K., & Sinclair, N. (2018). Using mobile technologies in the teaching and learning of mathematics. Springer International Publishing.

MacDonald, A. (2018). Mathematics in early childhood education. Oxford University Press.

Reys, R. E., Rogers, A., Bennett, S., Cooke, A., Robson, K., Ewing B., & West, J. (2020). Helping children learn mathematics (3rd Australian ed.). John Wiley & Sons Australia.

Rowland, T., Turner, F., Thwaites, A., & Huckstep, P. (2009). Developing primary mathematics teaching. Sage.

Siemon, D., (2021). Teaching mathematics: Foundations to middle years (3rd ed.). Oxford University Press.

Sullivan, P. (2023). Maths sequences for the early years F-2. Oxford.

Way, J., Attard, C., Anderson, J., Bobis, J., McMaster, H., & Cartwright, K. (2020). Research in mathematics education in Australasia 2016-2019. Springer.

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