Unit rationale, description and aim
This unit equips pre-service teachers with essential mathematics subject-matter and pedagogical content knowledge aligned with the Australian Curriculum: Mathematics and the Early Years Learning Framework (EYLF). It focuses on the strands of Number, Algebra, Measurement, and Space, examining how children’s mathematical thinking develops from birth to 12 years.
Pre-service teachers will explore contemporary theories of mathematics learning and apply, research-informed teaching strategies that support student understanding across a range of mathematical concepts and proficiencies. on the unit emphasizes building content knowledge and confidence in teaching mathematics in early childhood and primary settings.
The unit provides opportunities to develop problem-solving, reasoning, fluency, and analytical thinking, while fostering creativity, a positive mindset, and the capacity to nurture these qualities in young learners. The affective aspects of learning such as motivation, confidence, and attitudes toward mathematics are key focus. The brain and learning provide a foundational understanding of how different pedagogical practices shape and impact mathematics learning.
This includes consideration of social justice and equity issues in mathematics education, drawing on curriculum policies and research to plan, teach, and assess inclusive mathematics learning experiences.
This unit aims to introduce early years and primary mathematics education through curriculum-aligned, equitable, and developmentally appropriate teaching practices.
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
Apply theories and research about early childhood ...
Learning Outcome 02
Analyse the Early Years Learning Framework and the...
Learning Outcome 03
Use language, symbols, visual representations and ...
Learning Outcome 04
Content
Topics will include:
- State and national curriculum documents, national and local policy documents, social, cultural and cognitive perspectives in mathematics
- Numeracy and Mathematics 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; cognitive load theory
- Ways that mathematics teaching and learning impacts on the development of student's social and intellectual development; direct explicit instruction
- Student misconceptions and expected trajectories of mathematics learning in the topic areas of Numbers, Algebra, Measurement, and Space
- Mathematical pedagogy, 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 pre-service teachers 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 this unit 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
In order to pass this unit, pre-service teachers must a) submit all assessment tasks and b) achieve a pass (50%) or better for the unit overall.
Electronic Submission, Marking and Return
All relevant assessment items will be submitted electronically via the unit Learning Management System (LMS). 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: Review/syntheses Critically r...
Assessment Task 1: Review/syntheses
Critically reflect and develop a review/syntheses 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.
20%
Assessment Task 2: Assess, interpret and report o...
Assessment Task 2: Assess, interpret and report on student learning to inform teaching.
Interpret data sourced from an interview with an early childhood or primary learner to assess the child’s conceptual development of the content area of Whole Number (with a focus on additive and multiplicative thinking for F-6) as addressed in relevant state and/or national curriculum documentation.
50%
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)
30%
Learning and teaching strategy and rationale
This unit adopts a social constructivist approach with a focus on active engagement. It reflects contemporary mathematics and numeracy pedagogies for early childhood and primary settings, using interactive learning, student-led discussions, group work, hands-on activities, real-world problem-solving, and ICT integration to enhance instruction and collaboration.
Learning occurs through lectures, tutorials, seminars, and self-directed study supported by online materials, including readings, activities, and discussion forums via the Learning Management System (LMS). Both synchronous and asynchronous digital engagement complement on-campus experiences. Technology use is modelled to reflect authentic practices in early years and primary classrooms.
Success in the unit requires full participation in learning activities and completion of all assessments. A variety of approaches—such as webinars, podcasts, videos, and reflective tasks—support student learning and promote inclusive, evidence-based teaching practices.
Pre-service teachers in both face-to-face and online modes receive equal support through the Learning Management System (LMS).. Regular logins are essential for accessing resources, submitting assessments, and engaging with peers and staff. Reliable internet and a headset are recommended for effective online participation.
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Relating to
Transitions and continuity of learning (including transition to school)
Relevant Learning OutcomeLO1, LO2
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO2, LO3, LO4
Relating to
Play based pedagogies
Relevant Learning OutcomeLO2, LO3, LO4
Relating to
Guiding behaviour/engaging young learners
Relevant Learning OutcomeLO2
Relating to
Teaching methods and strategies
Relevant Learning OutcomeLO3, LO4
Relating to
Children with diverse needs and backgrounds
Relevant Learning OutcomeLO3
Relating to Early Years Learning Framework
Relevant Learning OutcomeLO1, LO4
Relating to
Australian curriculum
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Numeracy, science and technology
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO3
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO3
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO2, LO4
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO4
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO1, LO3, LO4
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO2, LO4
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO3, LO4
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO2, LO4
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO4
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO3
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO3
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO3
Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Relevant Learning OutcomeLO3
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toThe cognitive process of learning, including how the brain moves information through working memory into long-term memory, how to optimise this process and the potential barriers to this process.
Relevant learningLO1, LO2
Relating toThe limits of working memory including how cognitive overload occurs, and the common causes of cognitive overload.
Relevant learningLO1, LO2
Relating toThe most effective teaching practices to reduce cognitive overload, including explicit instruction, scaffolding, and clearly structured content that connects new information to prior learning.
Relevant learningLO1, LO2
Relating toHow to explicitly model new skills and content through ‘worked examples’ that clearly demonstrate how to complete the task, followed by a progressive removal of scaffolding as students become more proficient.
Relevant learningLO2, LO4
Relating toA conceptual understanding of the six strands of mathematics: number, algebra, geometry, measurement, statistics and probability; and the four proficiencies: understanding, fluency, problem solving and reasoning.
Relevant learningLO2, LO3, LO4
Relating toThe research that shows numeracy is a fundamental component of learning, discourse, and critique across all areas of the curriculum and improves students’ understanding of and engagement with material within and beyond the mathematics curriculum.
Relevant learningLO1, LO2, LO3, LO4
Relating toHow to deliver explicit numeracy instruction followed by a progressive removal of scaffolding as students become more proficient through a combination of underpinning mathematical concepts and skills (numerical, spatial, graphical, statistical, and algebraic); mathematical thinking and strategies; and general thinking skills as appropriate to discipline and discipline-specific curriculum and pedagogical studies as outlined in standard 4.2.
Relevant learningLO2, LO3, LO4
Relating toThe importance of independent problem-solving once a student approaches proficiency in underpinning mathematical concepts.
Relevant learningLO1, LO2, LO3, LO4
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
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.