Mathematics in the Differentiated Classroom (9883.2)

Please note these are the 2027 details for this unit
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Mathematics in the Differentiated Classroom
Available teaching periods Delivery mode Location
View teaching periods Hybrid
 Bruce, Canberra
EFTSL Credit points Faculty
0.125 3 Faculty Of Education
Discipline Study level HECS Bands
School Of Teacher Education Level 4 - Undergraduate Advanced Unit Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
This unit builds upon the unit 9888 The Practice (PCK) of Teaching Mathematics. In particular it focuses on two major areas of concern for Primary and Early Childhood teachers of mathematics: 1. Identification of children within mainstream classrooms who experience difficulty with learning mathematics. This involves the development of assessment techniques and developing strategies for dealing with the needs of differentiated classrooms. 2. Programming mathematics. Recognition that children are at various stages in their acquisition of mathematical understandings and secondly that many factors impact on their mathematical development. Some factors that impact of classroom programming are individual students prior knowledge, different learning styles, cultural factors with an emphasis on the needs of aboriginal and Torres Strait Islander students and varying specific needs of children with disabilities -physical, intellectual and emotional.

Learning outcomes

On successful completion of this unit, students will be able to:
1. Facilitate children's understanding of mathematics in all content strands ensuring that children develop the processes for the Proficiency Strands; and
2. Recognise the individual differences that children have in the acquisition of mathematical knowledge and understandings; these differences will include learning styles, cultural background with particular emphasis on indigenous students and children with a variety of specific needs;
3. Identify common errors children make in mathematics and have a developed repertoire of effective strategies to help deal with these; and
4. Develop a mathematics programme which demonstrates coherence, appropriate sequencing and acknowledges differences in learning styles, abilities and cultural backgrounds.


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 - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
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 - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
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

10354 Using Data to Improve Learning AND 9888 The Practice (PCK) of Teaching Mathematics

Corequisites

None.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

First two years of Education degree.
Availability for enrolment in 2027 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 1 16 February 2026 Hybrid Dr Sitti Patahuddin
2027 Bruce, Canberra Semester 1 15 February 2027 Hybrid 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

Revised Ed Value Pack from Oxford University Press. This should be available through The School Locker also. 

https://www.oup.com.au/books/higher-education/education/9780190333737-teaching-mathematics-3e-and-open-ended-maths-activities-revised-ed-value-pack 

This value pack includes the following two texts:

  • Dianne Siemon, Elizabeth Warren, Kim Beswick, Rhonda Faragher, Jodie Miller, Marj Horne, Dan Jazby, & Margarita Breed. (2021) Teaching Mathematics: Foundations to Middle Years (3rd ed.) 
  • Peter Sullivan, Pat Lilburn (2017) Open Ended Maths Activities Revised Edition

This value pack includes the new edition of the Siemon et al. text. Readings will be indicated for both the 3rd and 2nd editions of the text. 

The 2nd edition of the main text, Teaching Mathematics: Foundations to Middle Years, is available as a stand alone text and via the library in both hard copy and digital versions.

Additional material will be made available through the Canvas site.

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.

When developing your lesson plans and units of work, 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.

Artificial Intelligence

Students are not allowed to use generative artificial intelligence (GenAI) in assessments for this unit.

Special assessment requirements

The following two elements are required to pass the unit:

  • Substantial completion of ALL assessments. Failure to submit a geniune attempt at an assessment will result in an incomplete fail (NC).
  • 50% aggregate mark across all assessments.

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

Students can expect:

Lectures: 10 hours 

Tutorials: 20 hours 

Assessment Tasks: 60 hours

Reading and private study: 60 hours

Participation requirements

Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).

It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.

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.

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
  • t is used in the way allowed in the assessment instructions and/or unit outline, and 
  • ts 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

N/A

Work placement, internships or practicums

N/A

Additional information

Research Led Education: There are active researchers teaching the unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.

Next step

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