Primary Mathematics -Teaching for Understanding G (11341.1)

Please note these are the 2028 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
School Of Teacher 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


Prerequisites

None.

Corequisites

None.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Availability for enrolment in 2027, 2028 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
2026 Bruce, Canberra Semester 2 10 August 2026 On-campus Dr Kristen Tripet
2026 Bruce, Canberra Semester 2 10 August 2026 Online self-paced Dr Kristen Tripet
2027 Bruce, Canberra Semester 2 09 August 2027 On-campus Dr Sitti Patahuddin
2027 Bruce, Canberra Semester 2 09 August 2027 Online self-paced Dr Sitti Patahuddin
2028 Bruce, Canberra Semester 2 07 August 2028 On-campus Dr Sitti Patahuddin
2028 Bruce, Canberra Semester 2 07 August 2028 Online self-paced Dr Sitti Patahuddin
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit timetable.

Required texts

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

None

Work placement, internships or practicums

None

Additional information

This unit is informed by research-led education. It is delivered by an active researcher who integrates current research into teaching practice, engages students in deep and active learning, and shares a strong passion for the field of mathematics education.

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