Primary Mathematics -Teaching for Understanding G (11341.1)

Please note these are the 2024 details for this unit
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Primary Mathematics -Teaching for Understanding G
Available teaching periods Delivery mode Location
View teaching periods On-campus
Online self-paced
 Bruce, Canberra
EFTSL Credit points Faculty
0.125 3 Faculty Of Education
Discipline Study level HECS Bands
Academic Program Area - Education Graduate Level Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
This unit considers the main content ideas and pedagogical approaches important in helping children learn mathematics with understanding. The theoretical underpinnings of this unit are Mathematical Pedagogical Content Knowledge emphasising in particular Representational Theory (modes of representation). From this theoretical perspective the major focus is on implementing the Australian National Mathematics Curriculum to enable initial teacher education students to plan for effective mathematics lessons. In order to achieve this there will be considerable emphasis on developing a knowledge of all students so as to understand individual differences including cultural differences and learning styles when learning mathematics.

Learning outcomes

After successful completion of this unit, students will be able to:
1. Critically reflect on how the theoretical underpinnings of mathematics teaching and learning inform classroom practice;
2. Analyse the purpose, structure and implementation of the Australian Mathematics Curriculum;
3. Recommend and apply appropriate pedagogical practice to help children make sense of mathematics; and
4. Design, deliver and assess a series of mathematical learning experiences for students.


Graduate attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development


Skills development

Education Accreditation

AITSL and TQI Graduate Standards for Teachers.

This unit is part of courses accredited by the ACT Teacher Quality Institute (TQI).  On completion of this unit students will have satisfied the following Graduate Standards:

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.
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.
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.
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.5 Demonstrate an understanding of a range of strategies for reporting to students and parents/ carers and the purpose of keeping accurate and reliable records of student achievement.
6.2 Understand the relevant and appropriate sources of professional learning for teachers.



Prerequisites

None.

Corequisites

None.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Availability for enrolment in 2026 is subject to change and may not be confirmed until closer to the teaching start date.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2025 Bruce, Canberra Semester 2 28 July 2025 On-campus Dr Sitti Patahuddin
2025 Bruce, Canberra Semester 2 28 July 2025 Online self-paced Dr Sitti Patahuddin
2026 Bruce, Canberra Semester 2 10 August 2026 On-campus Dr Sitti Patahuddin
2026 Bruce, Canberra Semester 2 10 August 2026 Online self-paced Dr Sitti Patahuddin
Not available

Required texts

You will be able to purchase this digital book through links on the Canvas site.

Prescribed Textbook:

Siemon, D., Beswick, K., Brady, K, Clark, J, Faragher, R. & Warren, E. (2015). Teaching Mathematics: Foundations to Middle Years (2nd Edition), Oxford University Press ANZ.

or

Siemon, D., Beswick, K., Brady, K, Clark, J, Faragher, R. & Warren, E. (2021). Teaching Mathematics: Foundations to Middle Years (3rd Edition), Oxford University Press ANZ.

Recommended Textbook

Sullivan, P., & Lilburn, P. (2019). Open Ended Maths Activities Revised Edition. Oxford University Press Australia.

Additional recommended readings are gradually uploaded onto the unit canvas site one or two weeks before each session.

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.

Special assessment requirements

When developing your lesson plans, it is encouraged that you are using your skills in lesson planning and design to create engaging and rich lesson resources. Using materials from commercial sites such as TPT, Twinkl, Sparkle Box etc. is not desirable in this unit. If you adapt resources from commercial sites and sources, please note this in your lesson planning and resource development.

An aggregate mark of 50% is required to pass the unit.

Provision of valid documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

As an example:

  1. Reading and Private Study: 50 Hours
    • Detailed exploration of selected readings that provide theoretical frameworks and practical studies relevant to the course content.
    • Individual research on topics discussed during workshops, including preparation for assessments.
    • Reflective journaling to synthesise learning and personal insights.
  2. Workshop and Online Participation: 50 Hours
    • Interactive workshops featuring lectures, peer discussions, and practical exercises.
    • Online forums and collaborative group sessions to foster engagement and deeper understanding of course materials.
    • Role-play exercises to simulate real-world applications.
  3. Assessment Tasks: 50 Hours
    • Development of a comprehensive presentation that applies course theories to practical scenarios.
    • Preparation of a mathematics teaching portfolio that integrates the knowledge gained throughout the course.

Participation requirements

 Active engagement in all online modules enhances your learning and is strongly advised. Unless specifically stated in the unit outline, there is no mandatory attendance requirement. However, you may elect to attend timetabled activities, as they allow you to ask 'real time' questions to develop your understanding for the relevant assessment tasks.

A Note for Online Students.

This is a unit that is delivered to both online and on-campus students. While on-campus students will have regular timetabled activities, online students will be able to study in your own time. The course content is designed in weekly blocks that do not require online students to attend any timetabled activities unless specifically stated. There may be optional timetabled activities to further support your learning that online students can choose to attend. Assessment deadlines will apply.

As a unit of study offered in Flexible mode, attendance at scheduled sessions is not a mandatory requirement of this unit. Students who enrol in the ‘self-paced study' option (in lieu of tutorials) effectively have no tutorials to attend, and students who are enrolled in on-campus or remote tutorials may wish to re-allocate to ‘self-paced study' as the semester progresses. There is, however, a strong correlation between participation and success in higher education. With this in mind, we encourage and expect students to actively participate in all module activities to enhance their learning opportunities.

Required IT skills

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:

  • its use is authorised by the unit convener as part of a specified assessment task, and
  • it is used in the way allowed in the assessment instructions and/or unit outline, and
  • its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.

In-unit costs

Artificial intelligence services must not to be used for assessment by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:

  • its use is authorised by the unit convener as part of a specified
    assessment task, and
  • it is used in the way allowed in the assessment instructions and/or unit outline, and
  • its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.

Work placement, internships or practicums

None