In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
Teaching for Mathematical Proficiency focuses on the development of professional knowledge that supports the teaching of Mathematics in primary schools in this unit. You will explore Mathematics content and experiment with pedagogical approaches for teaching mathematical reasoning and understanding. You will be introduced to mathematics content that recognises your own disposition towards mathematics and how your students may find learning mathematics difficult. You will evaluate ICTs and other resources, learning processes and teaching strategies on the development of mathematical proficiency. You will be introduced to the rationale, organisation and content of the Australian Curriculum: Mathematics and design plans for learning and teaching mathematical concepts and skills appropriate for specific year levels in the primary school. You will explain and justify approaches to promoting numeracy development through reference to authoritative sources and identify strategies for informing and involving parents and carers in the educative process. You will demonstrate effective pedagogy in Mathematics through role play of examples of classroom practice including the use of ICTs to support mathematical understanding. You will be introduced to the socioconstructivist approach to teaching mathematics through problem solving and inquiry based learning. you will be encouraged to facilitate your students' mathematical thinking.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Assessment results and final grades
Engage with campus students
Inform campus students of essential need for engaging in LCGs.
Feedback from SUTE data
Clarity around assessment tasks
A more effective communication of assessment task will be investigated.
Feedback from SUTE data
MSTEAMS Learning Community Group engagement
All students need to be informed of their commitment to their LCG early in the term.
- Reflect critically on approaches to teaching Mathematics to improve professional knowledge and practice
- Apply research on effective practice to justify pedagogy that improves students’ mathematical proficiency and understanding of core concepts
- Recommend strategies, resources and learning activities that aid the transfer of mathematical understanding to real world contexts
- Evaluate the content, skills and teaching strategies of the learning area to identify ICTs and other resources that enhance understanding, fluency, reasoning and problem solving in Mathematics
- Design well-structured lessons that engage learners in actively applying key mathematical skills to understand the content
- Use strategies that contribute to effective partnerships with parents/ carers in supporting students’ numeracy development
- Engage in opportunities for sharing and enhancing professional knowledge and practice through reflection and collaboration.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.2 Understand how students learn
2.1 Content and teaching strategies of the teaching area
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.3 Use teaching strategies
3.4 Select and use resources
3.6 Evaluate and improve teaching programs
3.7 Engage parents/carers in the educative process
6.2 Engage in professional learning and improve practice
7.3 Engage with the parents/carers
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Written Assessment - 45% | |||||||
| 2 - Reflective Practice Assignment - 45% | |||||||
| 3 - Peer assessment - 10% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Communication | |||||||
| 2 - Problem Solving | |||||||
| 3 - Critical Thinking | |||||||
| 4 - Information Literacy | |||||||
| 5 - Team Work | |||||||
| 6 - Information Technology Competence | |||||||
| 7 - Cross Cultural Competence | |||||||
| 8 - Ethical practice | |||||||
| 9 - Social Innovation | |||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||||