Unit description

Focuses on current issues in the teaching and assessment of mathematics and numeracy in early childhood settings and primary classrooms. A particular emphasis is on developing differentiated strategies for numeracy teaching in diverse classrooms and the effective use of ICTs in mathematics education.

Unit content

Module 1: Mathematics and difference

  • Equity and diversity in mathematics education
  • Inclusive mathematics teaching strategies
  • Mathematics and Aboriginal and Torres Strait Islander student education
  • Mathematics and EAL/D students; mainstream classroom strategies, systemic and community resources
  • Mathematics and gifted and talented students and differentiation of instruction
  • Learning difficulties and learning disabilities, inclusive practices, adapted curriculum
  • The learning framework in number; approaches to targeted intervention
  • Personalised learning plans, including:
    • instructional decisions, individualised learning plans, differentiated instruction
    • identifying and accessing support personnel and services
    • involving parent and community, ethics and responsibilities
    • monitoring.

Module 2: Mathematics and assessment

  • Approaches to assessment in early childhood settings and the primary classroom
  • Trends in assessment
  • Interview-based assessment; SENA testing, Newman’s analysis
  • Principles and practices of reporting, including standardised reporting and reporting software
  • Alternative assessment models
  • Basic skills testing, including NAPLAN and Best Start
  • International comparison studies
  • Syllabus outcomes and indicators.

Module 3: Issues in teaching mathematics

  • Role and value of mathematics in the broader school curriculum and the relationship between mathematics, numeracy and literacy
  • Place of primary mathematics in the continuum of learning, EC–K, and in K-12, including a particular understanding of the links between Stage 3 and Stage 4
  • Mathematics K-10 Syllabus, Support Documents and NSW Primary Curriculum Foundation Statements, Early Years Learning Framework
  • Theories of mathematics learning and instruction
  • Productive pedagogies, quality teaching in the teaching of mathematics
  • Issues in teaching number, number sense and mental computation including the understanding that mathematical learning begins at birth
  • The roles of formal algorithms and calculators
  • Using and applying mathematics in problem solving, mathematical modelling, word problems
  • Information and communications technology and the teaching of mathematics.

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

Learning outcomes and graduate attributes

Prescribed texts

Session 2

  • Jorgensen, R. & Dole, S, 2011, Teaching Mathematics in Promary Schools, 2nd, Allen and Unwin, Crows Nest, Sydney. ISBN: 978 1 74175 723 1.

Session 3

  • Jorgensen, R. & Dole, S, 2011, Teaching Mathematics in Primary Schools, 2nd edn, Allen and Unwin, Crows Nest, Sydney. ISBN: 978 1 74175 723 1.
Prescribed texts may change in future study periods.

Teaching and assessment

Coffs Harbour

Teaching method
Lecture online 1 hour (10 weeks)
Tutorial on-site 2 hours (10 weeks)
Assessment
Essay and SENA testing50%
Personalised learning plans and contributions to blog50%

Gold Coast

Teaching method
Lecture online 1 hour (10 weeks)
Tutorial on-site 2 hours (10 weeks)
Assessment
Essay and SENA testing50%
Personalised learning plans and contributions to blog50%

Lismore

Teaching method
Lecture online 1 hour (10 weeks)
Tutorial on-site 2 hours (10 weeks)
Assessment
Essay and SENA testing50%
Personalised learning plans and contributions to blog50%

Online

Teaching method
Workshop online 1 day (Series of workshops)
Tutorial online 1 hour (twice)
Lecture online 1 hour (10 weeks)
Assessment
Essay and SENA testing50%
Personalised learning plans and contributions to blog50%
Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 1

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

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