Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
EDUC7565 Introduction to Teaching Mathematics is the first of two Mathematics Curriculum courses in the Master of Teaching (Primary) program. The course prepares preservice teachers to be effective classroom teachers through a comprehensive introduction to the learning and teaching of Mathematics across the primary years. Teaching Mathematics requires specific knowledge, understanding and skills in interpreting the Mathematics Curriculum and developing a wide range of pedagogies and strategies. Throughout the course, preservice teachers will experience the process of immersion in Mathematics concepts through diverse activities and pedagogies to develop understanding of implications for student learning and teaching. This course will introduce the Australian Mathematics Curriculum across primary year levels and content strands. How Mathematics is used across the curriculum in Numeracy contexts and use of ICT to enhance learning and teaching will also be presented. The course emphasises the importance of research and evidence-based practice to inform the learning and teaching process.
This Masters-level course aims to develop students’ understanding of and competence in the task of the teaching and learning of mathematics. It emphasises the importance of research to inform the teaching and learning process. Throughout the course, students will experience the process of immersion in mathematics and numeracy concepts through diverse activities and pedagogies. The importance of providing primary students with rich mathematics and numeracy learning experiences to support connected, conceptual knowledge is emphasised.
Course requirements
Assumed background
Competence in school mathematics content.
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC1703
Restrictions
Entry to the Master of Teaching (Primary) program
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
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Aims and outcomes
This Masters-level course aims to develop students’ understanding of and competence in the task of the teaching and learning of mathematics. It emphasises the importance of research to inform the teaching and learning process. Throughout the course, students will experience the process of immersion in mathematics and numeracy concepts through diverse activities andﾠpedagogies. The importance of providing primary students with rich mathematics and numeracy learning experiences to support connected, conceptual knowledge is emphasised.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate knowledge and understanding of how students learn Mathematics and implications for planning and teaching in this Learning Area in the primary school. (APST 1.2)
LO2.
Demonstrate knowledge and understanding of the concepts, structure and substance of primary Mathematics Curriculum. (APST 2.1)
LO3.
Demonstrate knowledge and critical understanding of evidenced-based teaching and assessment strategies that include verbal and non-verbal communication, the selection and use of a range of suitable resources (including ICT), and the use of ICT to support and expand Mathematics Curriculum learning opportunities for all students including those from diverse backgrounds. (APST 1.3; 2.6; 3.3; 3.4; 3.5; 5.1)
LO4.
Demonstrate an understanding of how to organise Mathematics Curriculum content into an effective learning and teaching sequence. (APST 2.2)
LO5.
Demonstrate knowledge and understanding of numeracy teaching strategies and their application across the Mathematics Curriculum and other Learning Areas. (APST 2.5)
LO6.
Demonstrate an understanding of the relevant and appropriate sources of professional learning for primary school Mathematics teachers and provide justification for continued professional learning in light of implications for improved student learning and teaching in the Mathematics Curriculum Learning Area. (APST 6.2; 6.4)
LO7.
Demonstrate clear, fluent and coherent communication skills consistent with personal, professional and academic conventions.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Teaching Mathematics Essay | 30% 2000 words |
26/03/2025 2:00 pm |
| Examination |
Mathematics Competency Task
|
30% 28-item examination, including multiple choice and short answer.. |
1/05/2025 1:00 pm
Assessment will take place in the lecture and tutorial time, in Week 9. |
| Paper/ Report/ Annotation, Product/ Design | Video presentation and research brief | 40% 3 min video & 1000 words |
29/05/2025 2:00 pm
Video presented in last workshop (1-4pm) and report submitted on the same day by 2pm. |
Assessment details
Teaching Mathematics Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% 2000 words
- Due date
26/03/2025 2:00 pm
- Learning outcomes
- L01, L04, L05, L06, L07
Task description
For this task, you are to write an essay critically evaluating the importance of teaching and learning mathematics for the development of numerate individuals and society as a whole. Include information that demonstrates your knowledge and understanding of research into how students learn Mathematics and the link between Mathematics and Numeracy. Then outline your role as a future teacher in knowing and understanding Numeracy teaching strategies in Mathematics and other Curriculum Learning Areas for the development of numerate citizens.
Example of essay sections:
- Introduction
- Use research literature to demonstrate the importance of teaching mathematics to develop numerate individuals and society.
- Our role as teachers for knowing and understanding numeracy teaching strategies for the development of numeracy for individuals and society as a whole. This section should also incorporate academic literature. Include Mathematics/Numeracy teaching strategies (big picture ideas e.g., Goos numeracy model 2007) and the link between mathematics and numeracy (Numeracy implies links to other teaching areas as it is the use of mathematics in context).
- Brief conclusion
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Mathematics Competency Task
- In-person
- Mode
- Activity/ Performance
- Category
- Examination
- Weight
- 30% 28-item examination, including multiple choice and short answer..
- Due date
1/05/2025 1:00 pm
Assessment will take place in the lecture and tutorial time, in Week 9.
- Other conditions
- Time limited.
- Learning outcomes
- L02
Task description
A series of written mathematics questions based on content descriptors from ACARA Mathematics will be administered during tutorial. This is to demonstrate knowledge and understanding of concepts, strategies and structure of the mathematics curriculum content. Marks are earned through demonstrating correct answers and mathematical communication.
Criteria & Marking:
Grade of 7: 28 or more marks out of 30
Grade of 6: 25 to 27.5 out of 30
Grade of 5: 21 to 24.5 out of 30
Grade of 4: 15 to 20.5 out of 30
Grade of 3: 12 to 14.5 out of 30
Grade of 2: 10 to11.5 out of 30
Grade of 1 Less than 10 out of 30
In the event of disruption during the semester that prevents the scheduled assessment event occurring as planned, the assessment will be changed to an alternative form such as an online non-vigilate exam. The timing of the assessment may also be impacted.
Exam details
| Planning time | no planning time minutes |
|---|---|
| Duration | 180 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed Book examination - no written materials permitted |
| Exam platform | Other |
| Invigilation | Invigilated in person |
Submission guidelines
This assessment is completed in workshop.
Deferral or extension
You may be able to defer this exam.
For this assessment you must apply for a deferred exam vi Sinet. The date and time for deferred exams will be arranged with the course coordinator. Deferred exams may not take place during scheduled class times.
Video presentation and research brief
- Mode
- Oral, Product/ Artefact/ Multimedia, Written
- Category
- Paper/ Report/ Annotation, Product/ Design
- Weight
- 40% 3 min video & 1000 words
- Due date
29/05/2025 2:00 pm
Video presented in last workshop (1-4pm) and report submitted on the same day by 2pm.
- Learning outcomes
- L03, L04, L05, L06, L07
Task description
For this assignment, you are required to work in a small group of 2-3 to create a teaching video that you might use with a class of primary school students in a particular year level. Your video will explore a real-life Mathematics situation which links to a specific Content Descriptor from the Australian Curriculum: Mathematics Learning Area. Your teaching video must be logically sequenced and evidence your knowledge and understanding of contemporary teaching strategies that include verbal and non-verbal communication and a range of suitable resources including ICT to support student engagement.
Teachers often use videos as focus activities to stimulate student learning and engagement. The fact that you can make your own videos means that you can bring focus and relevance from the real world to the classroom. You can also make the link between Mathematics and Numeracy more readily than in the past. In the classroom, teacher video production serves as an important model for students who are making their own videos using devices such as iPads. Your use of software such as iMovie or Movie Maker will allow you to develop technical and communication skills in critical and creative ways to expand curriculum learning opportunities for all students including those from diverse linguistic, cultural, religious and socioeconomic backgrounds. At the same time, you will develop knowledge and understanding of the kinds of teaching strategies needed for using ICT such as those involved in the use and production of videos to support and expand curriculum learning opportunities for students. You will also identify relevant and appropriate strategies for assessment that you would use with this video.
Part A - The video
- The video your group produce is to be approximately 3 minutes duration (+ or - 30 seconds)
- It is to address an Australian Curriculum: Mathematics content descriptor for a year level and Mathematics strand of your choice
- You must choose a real-life context that illustrates the focus Mathematics content descriptor in a Numeracy context
- Your video must be made at a suitable viewing standard for the year level to which the Mathematics content descriptor relates. It should be of standard to use in class if you have the opportunity during a future professional experience context.
- The content of your video must be organised into a logical learning and teaching sequence
- Your video must reflect understanding of appropriate teaching and assessment strategies in Mathematics for the content and year level selected, e.g., use of multiple representations, clear articulation of concepts, age appropriate pacing, assessment tools
- Your video must reflect technical and creative skills in communication in critical and creative ways
- Your video must demonstrate knowledge of a range of resources including ICT
- The video must be filmed in a compatible mode for easy viewing and downloading for assessment purposes. (This will be discussed in lectures and tutorials.)
- Do not feel that you have to make a ‘professional’ video. For a teacher-produced classroom video, it has to be competently made in a timely fashion to be sustainable. The information has to be correct.
The stimulus for your video is to be from the real world. Numeracy is all around us and it is up to you to match an Australian Curriculum: Mathematics Content Descriptor to a Numeracy situation from the real world. To search the Content Descriptors go to https://v9.australiancurriculum.edu.au/ Here you can scan through the year levels to find a Content Descriptor that might be suitable for your video. Check out the different year levels and the different strands i.e., Number and Algebra, Measurement and Geometry, and Statistics and Probability
Part B - The research brief
This task also requires you to individually produce a research brief (1000 words) in which you:
- Make connections between the real world and learning and teaching of Mathematics and Numeracy in the classroom clear
- Describe and explain the benefits of using ICT such as teacher-produced videos to enhance student knowledge, understanding and skills in Mathematics and Numeracy
- Describe and explain the choice and use of multiple representations of Mathematical knowledge and concepts to improve student learning
- Identify and justify a range of relevant and appropriate assessment approaches to be used in conjunction with this video tool
- Include details of the technical and communication skills you used and a research-informed justification for how these were designed to expand learning opportunities for all students including those from diverse backgrounds
- Include a rationale for engaging with multiple sources of professional learning to continuously improve student learning and your future teaching
- Provide insights about implications for your future teaching and professional learning especially in relation to the implementation of teaching strategies for using ICT to expand student learning opportunities
- Use knowledge of the Australian Curriculum: Mathematics content to make informed suggestions about how you would implement teaching strategies for using ICT to engage students in year levels different from those targeted in your video.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: fails to satisfy all of the basic requirements: submissions which lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: fails to satisfy most of the basic requirements |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: fails to satisfy some of the basic requirements: submissions which lack appropriate references and relevance, or appropriate coherence, organisation and length. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: satisfies all the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topics; some elaboration of ideas and arguments; some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance or implications of the topics. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: demonstrates ability to use and apply fundamental concepts of the topics, going beyond merely replication of ideas from source material to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: demonstrates awareness and understanding of deeper and subtler aspects of the topics, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: demonstrates imagination, originality or flair, based on comprehensive and complex understanding of the topics, interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Determining final grades:
All three assessments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example: A student receives the following three grades
Assignment 1: A grade of 4ﾠat 30% weightingﾠ ﾠ ﾠ
Assignment 2: A grade of 5 at 30% weighting ﾠ ﾠ
Assignment 3: A grade of 6ﾠat 40% weighting ﾠ ﾠ
The final grade for this student would be (A1: 0.3ﾠx 6) + (A2: 0.3ﾠx 5) +ﾠﾠ(A3: 0.4ﾠx 5) = 1.2ﾠ+ 1.5ﾠ+ 2.4 = 5.1
The final grade would be rounded down to the nearest whole number; in this case the grade of 5 would be awarded.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
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| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Workshop |
What is mathematics and numeracy? This week we focus on developing and understanding of numeracy and what numeracy is required for 21st century learners. In addition, we consider mathematics and its relatedness but distinctness from numeracy. In particular, its real world application of mathematics; numeracy models of teaching; embedding numeracy across the curriculum; and, understanding how it relates to curriculum. (APST: 1.2; 2.1, 3.3) Learning outcomes: L01, L02, L04, L05, L06 |
Week 2 (03 Mar - 09 Mar) |
Workshop |
Early number and the Australian Curriculum This week we will focus on the concepts needed to teach Early number to primary school students. There will be a focus on - The development of counting systems; place value knowledge; development of number sense; interpreting the Australian Mathematics Curriculum in relation to early number concepts. In addition, we will also address how your personal beliefs about mathematics shapes your teaching.(APST: 2,1; 2.5; 3.3; 3.4; 3.5) Learning outcomes: L01, L02, L04, L05 |
Week 3 (10 Mar - 16 Mar) |
Workshop |
Number sense and the four operations This week we are examining number sense, multiplicative thinking and the four operations. In particular we will focus on the models used to teach addition, subtraction, multiplication and division. (APST: 2.1; 2.2; 2.5) Learning outcomes: L01, L02, L05 |
Week 4 (17 Mar - 23 Mar) |
Workshop |
Rational number and proportional reasoning This week we will focuses on building conceptual knowledge with regards to rational number and proportional reasoning as the foundation for further mathematics learning. We look at models used for teaching these concepts in primary school through rich learning environments. (APST: 1.2; 2.1; 2.5; 3.3; 3.4; 3.5) Learning outcomes: L01, L02, L05 |
Week 5 (24 Mar - 30 Mar) |
Workshop |
Spatial sense and geometry This week we will build teacher content knowledge with regards to spatial reasoning. We will explore the big ideas in the geometry strand; developing shape awareness and knowledge; location and direction. In particular, we focus on building a deep understanding of 2D and 3D shape and their relationships. In addition, we will begin to explore the use of ICT for mathematics and more broadly STEM education. (APST: 1.2;1.3; 2.5; 2.6; 3.3; 3.4; 3.5) Learning outcomes: L01, L02, L05 |
Week 6 (31 Mar - 06 Apr) |
Workshop |
Measurement This week we will be exploring connections between geometry and measurement; knowledge connections between measurement and number; shape and measurement relationships. We will focus on building an understanding about how to teach - length, area, volume and capacity. (APST: 2.1; 2.5; 2.6; 3.3; 3.4; 3.5; 5.1;) Learning outcomes: L01, L02, L05 |
Week 7 (07 Apr - 13 Apr) |
Workshop |
Data and Statistics This week we will focus on learning about data and statistics ﾖ beyond the bar graph; representing data, displaying data, analysing data; the importance of graphicacy; working mathematically. (APST: 2.1; 2.2; 2.5; 2.6; 3.3; 3.4; 3.5; 6.2; 6.4) Learning outcomes: L01, L02, L05 |
Week 8 (14 Apr - 20 Apr) |
Workshop |
Early Algebraic thinking This week we will focus on the fundamental concepts with regards to Algebraic thinking; patterning to algebra and generalised arithmetic; the impact of the equals sign and other symbols on algebraic conceptual knowledge development. (APST 2.1; 2.3; 3.1; 3.3; 3.4) Learning outcomes: L01, L02, L05 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
MID-SEMESTER BREAK |
Week 9 (28 Apr - 04 May) |
Practical |
Mathematics competency task Assessment: This week we will be undertaking the mathematics competency task. Attendance is compulsory for this week (APST 2.1). |
Week 10 (05 May - 11 May) |
Workshop |
Using ICT to teach mathematics This week we will explore the use of ICT for mathematics and more broadly STEM education. The workshop this week will be focusing on the use of technology to enhance mathematics teaching. Learning outcomes: L01, L03 |
Week 11 (12 May - 18 May) |
Workshop |
Catering for diverse learners In addition to this we will consider how you best cater for diverse learners in your classroom. In particular focusing on pedagogical approaches as well as mathematical tasks that support positive outcomes for diverse learners. (APST 1.2; 1.3; 2.1; 2.6; 3.3; 3.4; 3.5; 5.1) Learning outcomes: L01, L03 |
Week 12 (19 May - 25 May) |
Workshop |
Assessment in Mathematics This week we will focus particularly on, assessment for learning; assessment of learning; the impact of assessment on studentsﾒ learning of mathematics; the integral nature of planning and assessment; assessment scales; NAPLAN. Learning outcomes: L01, L03 |
Week 13 (26 May - 01 Jun) |
Workshop |
Student Group Video Presentations There are two parts to this weeks tutorial: Part 1 Assessment: Video and research report presented in tutorial. (APST: 1.3; 2.1; 2.2; 2.6; 3.3; 3.4; 3.5; 5.1; 6.2; 6.4). Each group will share their video and peers will offer feedback. Part 2: Discussion about future professional learning- we focus how you can choose relevant and appropriate sources for professional learning in mathematics (APST: 6.2;6.4). Learning outcomes: L06, L07 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.