EDF5836 · Primary mathematics 1

Overview

This unit examines the role and nature of mathematics education in primary schools, with a focus on children’s mathematics learning across Foundation to Year 3. You will develop critical understanding of child-centred inclusive teaching approaches that are relevant for 21st century mathematics learners. You will engage with local and international mathematics educational research and policy to inform the development of your mathematics knowledge for teaching, including pedagogical content knowledge, and values. You will use and critically evaluate assessment approaches and learning trajectories that provide deep insight about the progress of children’s learning and mathematical thinking, and apply these data and frameworks to design responsive mathematics teaching and lessons. You will examine how mathematical learning for young children can be facilitated by the appropriate harnessing of play, concrete models, visualising and imagining, and learning technologies, including calculators.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. demonstrate understanding of key curriculum principles and mathematics concepts and proficiencies relating to children’s mathematics and numeracy learning across the early years of schooling (F-3)
2. synthesise findings and information in the research literature about how young children (5-9 years) learn mathematics, and effective teaching strategies
3. critically examine personal assumptions about mathematics and numeracy teaching, learning and dispositions, reflecting on contemporary discussions in the research, professional and wider communities
4. identify everyday opportunities in a range of settings that foster young children's mathematical thinking and reasoning
5. demonstrate the capacity to assess children's mathematical thinking, and reliably record, report and respond to assessment information to advance their learning
6. identify and critically examine concrete and digital resources that support mathematics learning and teaching in the early years of schooling, with reference to the mathematics research literature and contemporary policy advice.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.