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
Teaching Mathematics 1 is the second of two Mathematics Curriculum courses in the Master of Teaching (Primary) program. The course develops knowledge of Mathematics through engagement with curriculum and appropriate pedagogical, assessment and reporting methods. Preservice teachers will be provided with opportunities to extend their knowledge and understanding of relevant curriculum documents. Preservice teachers will engage with relevant research literature to inform their learning and assessments. They will be presented with relevant curriculum content and a range of strategies for: planning effective learning and teaching; assessing student learning; and providing feedback and reporting on student learning. Through the inclusion of key topics and issues in Mathematics Curriculum, preservice teachers will develop knowledge and understanding of relevant national curriculum requirements and policy documents. They will be presented with opportunities to develop their ability to plan learning and teaching sequences for primary year levels.
For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8.
Teaching primary mathematics is a complex and fascinating task. This Masters-level course will guideﾠyou, as aﾠpre-service teacher,ﾠthrough important aspects of this task. This course builds on the previously completed EDUC7565.
You will:
- Researchﾠspecfic current issues in the teaching and learning of primary mathematics.
- Developﾠknowledge of mathematics content and how this progresses through the primary years.
- Developﾠaﾠworking knowledge of the Australian Mathematics Curriculum.
- Buildﾠa range of pedagogies that assist students' learning of mathematics.
- Considerﾠthe need for differentiation of teaching approaches to help meet the needs of diverse learners.
- Experienceﾠthe planning process for the teaching and learning of mathematics.
- Developﾠappropriate assessmentsﾠthat inform the teaching and learning process.
Course requirements
Assumed background
It is assumed that students have completed EDUC7565.
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC2703
Restrictions
Entry to the Master of Teaching (Primary) program
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Weekly lectures and tutorials run Weeks 1 to 7. Participation in tutorials is important as it is tied to Assessment Task 1 (series of short responses to tutorial tasks). From Week 9, I will provide additional material which may benefit you during your teaching prac and aid your completion of Assessment Task 3. These are not compulsory but aimed to aid your practice and success in the final assessment. Please note, there will be an extra week of classes when you return from placement (Week 14).
Aims and outcomes
This Masters-level course aims to develop students' understanding of and competence in the task of teaching primary Mathematics. It emphasises the importance of research to inform the teaching and learning process. Throughout the course, students will experience the process of curriculum content familiarisation through immersion in the prescribed text. Intensive workshops will give opportunities to experience planning incorporating diverse pedagogies, and developing appropriate assessments. The importance of providing primary students with rich mathematical learning experiences to support connected, conceptual knowledge is emphasised.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate research-informed knowledge and understanding
of relevant curriculum content, teaching strategies and
contemporary issues in the learning and teaching of primary
mathematics. (APST: 2.1)
LO2.
Demonstrate capacity to apply knowledge of primary
Mathematics content, pedagogies, assessment and reporting
to the design of learning experiences and planning. (APST 2.3)
LO3.
Demonstrate understanding of strategies for assessing,
providing feedback and reporting on student learning, and
making of comparable judgements. (APST: 5.1, 5.2, 5.3, 5.5)
LO4.
Plan effective learning sequences informed by knowledge of
student learning for the teaching of Mathematics, incorporating
appropriate content and pedagogies and effective application
of a range of resources, including ICT, that engage students in
learning. (APST: 2.1, 2.2, 3.2, 3.3, 3.4)
LO5.
Identify how teaching strategies using ICT supports, enables
and transforms Mathematics learning and teaching. (APST: 2.6)
LO6.
Demonstrate knowledge and understanding of appropriate
strategies to differentiate Mathematics teaching that can
facilitate inclusive student participation and engagement in
learning, and cater for learners across the full range of
abilities. (APST: 1.5, 4.1)
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Portfolio | Task 1: Tutorial Tasks | 25% 500 words per task (5 tasks) |
TUTORIAL TASK 1 28/02/2025 2:00 pm TUTORIAL TASK 2 7/03/2025 2:00 pm TUTORIAL TASKS 3 14/03/2025 2:00 pm TUTORIAL TASK 4 21/03/2025 2:00 pm TUTORIAL TASK 5 28/03/2025 2:00 pm |
| Paper/ Report/ Annotation | Task 2: Translation: Teaching & learning fractions | 40% 2500 words |
10/04/2025 2:00 pm |
| Paper/ Report/ Annotation, Product/ Design | Task 3: Developing a lesson sequence/rationale | 35% 2000 words |
12/06/2025 2:00 pm |
Assessment details
Task 1: Tutorial Tasks
- Mode
- Written
- Category
- Portfolio
- Weight
- 25% 500 words per task (5 tasks)
- Due date
TUTORIAL TASK 1 28/02/2025 2:00 pm
TUTORIAL TASK 2 7/03/2025 2:00 pm
TUTORIAL TASKS 3 14/03/2025 2:00 pm
TUTORIAL TASK 4 21/03/2025 2:00 pm
TUTORIAL TASK 5 28/03/2025 2:00 pm
Task description
A series of tutorial tasks will be completed throughout the semester. They will give practical opportunities for preservice teachers to enact the Mathematical learning and teaching theories developed through the course. Responses to these tasks will require using literature where applicable and require critical reflection on the intersection of theory and practice experience to date.
TUTORIAL TASK 1:
From your brief experience at practicum and the literature, give a brief overview/description of planning (content and pedagogy), assessing and reporting of a mathematics lesson sequence. Now evaluate the procedure: discuss the process highlighting reasons for the decisions made in planning, assessing and reporting.
APST: 2.3
TUTORIAL TASK 2:
Using the three student work samples provided in tutorial, work with a partner to: identify and describe formative and summative assessment strategies that could provide effective means of assessing the items; discuss how you would give feedback to the students and the purpose of providing timely feedback and how you would use the assessment data obtained from suggested assessment strategies to evaluate student learning and where necessary modify your teaching to assist the student. Using the above discussions, individually complete a review of your discussions and determinations incorporating literature where possible.
APST: 5.1, 5.2
TUTORIAL TASKS 3:
Using in-class examples, activities and experience, with a partner, discuss how a school could ensure consistency and comparability of assessment judgements. Identify a range of strategies that can be used to report to students and parents, and why effective record keeping is an essential element of teaching and assessment processes. Incorporate some literature to summarise your understandings of this process.
APST: 5.3, 5.5
TUTORIAL TASK 4:
Consider your assignments incorporating lesson planning. Investigate 3 apps or software programs and discuss ways you would implement teaching strategies using these ICTs that would enhance student learning in your intended lesson sequence. Provide brief details of 2 and a more thorough overview of the third.
APST: 2.6
TUTORIAL TASK 5:
Use multiple representation examples of a Mathematics concept to demonstrate a range of teaching strategies. Use research literature to articulate the importance of multiple representations in Mathematics teaching.
APST: 3.3
Submission guidelines
Each portfolio entry will be submitted separately on Blackboard through the provided link in the Assessment folder.
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.
Late penalties will be applied to each portfolio entry individually.
Task 2: Translation: Teaching & learning fractions
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40% 2500 words
- Due date
10/04/2025 2:00 pm
Task description
In this task you will use current research literature to critically examine a major conceptual element of the teaching and learning of common fractions relating to the older primary years (4-6). Choose a specific aspect of common fractions e.g., equivalence, and identify expected knowledges, skills and capabilities that students are required to display (1000 words approx.).
Then, for your chosen year level, incorporate some of these above elements into the design/planning of engaging teaching strategies and learning experiences equalling two fully developed lesson plans with reference to the ACARA documents (version 9). Design two different assessments for the learning in the two lessons. Ensure one of the assessments is formative and will promote the learning of the fractional concept (1000 words). Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Research and articulate forms of assessment that would be suitable for these two lessons. Demonstrate the meaning of informal and formal, diagnostic, formative and summative assessments. Explain the importance of timely and appropriate feedback to students, means of reporting to students and parents/carers, and the purpose of keeping accurate and reliable records (500 words).
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.
Task 3: Developing a lesson sequence/rationale
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Paper/ Report/ Annotation, Product/ Design
- Weight
- 35% 2000 words
- Due date
12/06/2025 2:00 pm
Task description
In this task, you will develop a 4-lesson plan for engaging a class in an effective mathematics learning and teaching sequence using knowledge of effective student learning, content and effective teaching strategies for the early primary years (P-3). You will communicate learning goals, plan and evaluate learning experiences, select and use strategies to meet specific learning goals, build awareness of forms of diversity, and plan individual and small group learning tasks to cater for diverse needs. The lesson will demonstrate creativity and initiative.
You will then use curriculum, assessment and reporting knowledge and research literature to justify your decisions by completing a rationale. The rationale will be assessed in relation to the extent to which literature in the field associated with learning and teaching of the selected topic has been consulted and analysed. To replicate your experiences in planning at your host schools you are welcome to work in pairs for the planning part of this assignment. However, you are required to complete the rationale individually. The year level and topic focus for this planning sequence is to be chosen by you and/or your partner.
This assessment should follow this format:
THE LESSON PLAN
- Introduce the year level and the chosen topic. (Just a few sentences)
- Complete a lesson sequence plan using an agreed format (Approx. 1000 words) including the following elements.
ELEMENT 1: Plan for effective learning and teaching.
Ensure your plan:
- Addresses the Australian Curriculum: Mathematics (version 9) content descriptor/s for an effective mathematics learning and teaching sequence
- Demonstrates a variety of teaching strategies and activities including some individual and group work
- Notes possible cross-curricular links for numeracy development based on the chosen topic
- Demonstrates knowledge of a range of resources including ICT that engage students in their learning.
ELEMENT 2: Know the content and how to teach it.
Ensure your plan:
- Demonstrates knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area
- Organises content into an effective learning and teaching sequence
- Uses curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
- Includes in your teaching strategies ICT applications that expand learning opportunities for students.
ELEMENT 3: Know students and how they learn, and how to support inclusive participation.
Ensure your plan:
- Demonstrates knowledge of strategies for differentiating teaching to meet 3 (choose 3) specific learning needs of students
- Identifies strategies to support inclusive participation and engagement in classroom activities.
ELEMENT 4: Assess student learning.
Ensure your plan:
- Includes a summative assessment with marking criteria that would allow for consistent and comparable judgements of student learning within the class and across year level cohorts.
THE RATIONALE
In your planning you had to make many professional decisions. In this section you must demonstrate research informed knowledge and understanding of how your decisions help students learn and the implications for teaching. (Approx. 1000 words).
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 6 at 25% weightingﾠ ﾠ ﾠ
Assignment 2: A grade of 5 at 40% weighting ﾠ ﾠ
Assignment 3: A grade of 5 at 35% weighting ﾠ ﾠ
The final grade for this student would be (A1: 25% x 6) + (A2: 40% x 5) +ﾠﾠ(A3: 35% x 5) = 1.5 + 2.ﾠ+ 1.75 = 5.25
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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Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Mathematical teaching approaches and planning An overview of the course with the focus on the teaching and learning of mathematics including numeracy, mathematical concepts and processes, and patterns, language and symbols of mathematics. Initial familiarisation with the Australian mathematics curriculum. (APST: 2.1, 2.3) How children learn mathematics, theories of learning that underpin teaching decisions and actions (APST 2.1). Developing children's number, spatial, measurement and data senses. Developing problem solving strategies (APST 2.1, 2.2, 2.3,3.3) Planning for mathematics teaching for meaning and connecting ideas across mathematics (APST 1.5, 2.2, 2.3, 3.2, 3.3, 3.4, 4.1) Tutorial Task 1: From your brief experience at practicum and the literature, give a brief overview/description of planning (content and pedagogy), assessing and reporting of a mathematics lesson sequence. Now evaluate the procedure: discuss the process highlighting reasons for the decisions made in planning, assessing and reporting. |
Week 2 (03 Mar - 09 Mar) |
Workshop |
Assessment in Mathematics Assessment for and of learning. The importance of planning and assessment. National assessments (APST 5.1,5.2, 5.3, 5.5). Assessment for lesson planning (APST 2.1, 2.2, 3.2, 3.3, 3.4) Tutorial Task 2: Using the three student work samples provided in tutorial, work with a partner to: identify and describe formative and summative assessment strategies that could provide effective means of assessing the items; discuss how you would give feedback to the students and the purpose of providing timely feedback and how you would use the assessment data obtained from suggested assessment strategies to evaluate student learning and where necessary modify your teaching to assist the student. Using the above discussions, individually complete a review of your discussions and determinations incorporating literature where possible. |
Week 3 (10 Mar - 16 Mar) |
Workshop |
Developing fraction concepts and operations Developing fraction concepts and operations (APST 2.1, 2.2, 2.3, 3.3). Building connected understanding of fractions. (APST 1.5, 2.1, 2.2, 2.3, 3.2, 3.3, 3.4). This connects to your research requirements for Assessment 2 on teaching fractions concepts in the upper years. (APST 2.6). Tutorial Task 3: Using in-class examples, activities and experience, with a partner, discuss how a school could ensure consistency and comparability of assessment judgements. Identify a range of strategies that can be used to report to students and parents, and why effective record keeping is an essential element of teaching and assessment processes. Incorporate some literature to summarise your understandings of this process. (APST 5.3, 5.5) (APST: 1.1, 1.2, 1.5, 2.1, 2.2, 2.5, 3.1, 3.2, 3.3) |
Week 4 (17 Mar - 23 Mar) |
Workshop |
Connecting fractions, decimals and percentages Extending understanding of rational number (APST 1.5, 2.1, 2.2, 2.3, 3.2, 3.3, 3.4) Building connected understanding of fractions, decimal fractions and percentages using multiple representations (APST 1.5, 2.1, 2.2, 2.3, 3.2, 3.3, 3.4). Investigate how ICT teaching strategies might transform mathematics learning and teaching. Tutorial Task 4: Consider your assignments incorporating lesson planning. Investigate 3 apps or software programs and discuss ways you would implement teaching strategies using these ICTs that would enhance student learning in your intended lesson sequence. Provide brief details of 2 and a more thorough overview of the third. (APST 2.6) |
Week 5 (24 Mar - 30 Mar) |
Workshop |
Measurement, geometry and differentiation Measurement forms and relationships. Connections to number and space (APST 2.1, 2.2, 2.3, 3.3). Promoting measurement understanding including indigenous perspectives in measurement (APST 1.5, 2.1, 2.2, 2.3, 3.2, 3.3, 3.4, 4.1). Important ideas of geometry/space; developing language of shape, location and transformation (APST 1.5, 2.1, 2.2, 2.3, 3.3) Using ICT tools to assist the development of geometric knowledge (1.5, 2.1, 2.2, 2.3, 3.2, 3.3, 3.4, 5.1, 5.3). Tutorial Task 5: Use multiple representation examples of a Mathematics concept to demonstrate a range of teaching strategies. Use research literature to articulate the importance of multiple representations in Mathematics teaching. (APST: 3.3) |
Week 6 (31 Mar - 06 Apr) |
Workshop |
Computational reasoning and mental strategies Additive concepts. Developing addition and subtraction with whole numbers, decimals and common fractions. Appropriate use of calculators (APST 3.2, 3.3, 3.4). Multiplication concepts: developing multiplication and division, including decimals, and common fractions (APST 3.2, 3.3, 3.4) mental computation with number facts, in particular multiplication facts. Examine ACARA for scope and sequence for development (APST: 3.2, 3.3, 3.4) |
Week 7 (07 Apr - 13 Apr) |
Workshop |
Patterns, algebra, algebraic thinking Patterning to algebra and generalised arithmetic, the importance of algebra in mathematical modelling (APST: 2.1, 2.2, 2.3, 3.3). Learning experiences to promote the development of algebraic thinking, reasoning and problem solving (APST: 1.5, 2.1, 2.2, 2.3, 3.2,3.3,3.4). |
Week 8 (14 Apr - 20 Apr) |
No student involvement (Breaks, information) |
Mid-semester Break For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8 |
Multiple weeks From Mid-sem break To Week 13 |
No student involvement (Breaks, information) |
Break for Professional Experience No classes scheduled while undertaking professional experience (placement) in an accompanying course |
Revision week (02 Jun - 08 Jun) |
Workshop |
Final week in revision: consolidation Consolidation and revision of course. Support and preparation for final assignment. |
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.