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 | |||||||
Textbooks
Helping Children Learn Mathematics
Edition: 4th (2022)
Authors: Robert Reys
Wiley & Sons
Milton Milton , Queensland , Australia
ISBN: ISBN : 0-7303-9182-5
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- MS Teams
- Microsoft CoPilot, ChatGPT, or similar Generative Artificial Intelligence tool.
- Feedback Fruits
- CQU Success
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
m.gronow@cqu.edu.au
Module/Topic
Introduction to EDCU12038.
Mathematics in our world and learning mathematics.
Chapter
Reys et al., (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 1 School mathematics in a changing world.
1.1 What is mathematics?
1.2 What determines the mathematics being taught?
1.3 The role of the teacher.
Chapter 2 Helping children learn mathematics with understanding.
2.2 Meaningful connections between procedural and conceptual knowledge.
2.3 How do children learn mathematics?
2.4 How can we help children make sense of mathematics.
Readings:
Australian Education Research Organisation. (2021). Early numeracy: Promote children’s early literacy skills.
Goos, M., Bennison, A., Forgasz, H., Yasukawa, K. (2024). Research in Numeracy Education. In: Mesiti, C., et al. Research in Mathematics Education in Australasia 2020–2023. Springer, Singapore.
Events and Submissions/Topic
Complete formative assessment task on Feedback Fruits
"My ambitions for this unit"
Using AI in this unit
AI Assessment scale tool:
Level 3: You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.
Module/Topic
Planning and teaching mathematics.
Chapter
Reys et al., (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 3 Planning and teaching
3.1 Effective planning and preparation for teaching: using strategic questions to inform teaching practice.
3.2 Planning for effective teaching.
3.3 Levels of planning.
3.4 Planning different types of lessons.
Events and Submissions/Topic
Module/Topic
Problem solving.
Chapter
Reys et al., (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 6 Helping children with problem solving
6.1 What is a problem and what is problem solving.
6.2 Teaching mathematics through problem solving.
6.3 Strategies for problem solving.
6.4 Looking back.
6.5 Helping students to solve problems.
Events and Submissions/Topic
Module/Topic
Counting and number sense.
Chapter
Reys et al., (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 7 Counting and number sense in early childhood and primary years.
7.1 Developing number sense.
7.2 Counting principles.
7.3 Counting strategies.
7.4 Cardinal, ordinal and nominal numbers.
7.5 Writing numerals.
Events and Submissions/Topic
Module/Topic
Number sense and place value.
Chapter
Reys et al., (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 8 Extending number sense: place value.
8.1 Our numeration system.
8.2 Nature of place value.
8.3 Beginning place value.
8.4 Consolidating place value.
8.5 Extending place value.
8.6 Reading and writing numbers.
8.7 Rounding.
Events and Submissions/Topic
Assessment Task 1 - Draft of Written Assessment submitted on Feedback Fruits - Friday 15 August 2025
Assessment Task 3 - LCG evaluations submitted on SPA - Friday 15 August 2025
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Reflective practices and mathematical thinking.
Chapter
Reys et al., (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Page 34 Encouraging reflection and the use of metacognition.
Page 102 Self assessment and peer assessment.
Events and Submissions/Topic
Assessment Task 1 - Final Written Assessment submitted on Moodle - Friday 29 August 2025.
Researching mathematical concept - Reflection of professional learning Due: Week 6 Friday (29 Aug 2025) 11:45 pm AEST
Module/Topic
The four operations.
Chapter
Reys et al., (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 9 Operations: meanings and basic number facts.
9.1 Helping children develop number sense and computational fluency.
9.2 Developing meanings for the four operations.
9.3 Mathematical properties.
9.4 Overview of learning the basic facts.
9.5 Thinking strategies for basic number facts.
Events and Submissions/Topic
Module/Topic
Mental computation, calculators and estimation.
Chapter
Reys et al., (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 10 Mental computation, calculators and estimation.
10.1 Calculators.
10.2 Mental computation.
10.3 Estimation.
Reading:
Australian Education Research Organisation (AERO). (2025). Explainer: Retention and Recall
https://www.edresearch.edu.au/sites/default/files/2025-04/retention-and-recall-explainer-aa.pdf
Events and Submissions/Topic
Module/Topic
Solving problems with written strategies.
Chapter
Reys et al., (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 11 Solving problems with written strategies.
11.1 Emergent understanding and experiences.
11.2 Addition.
11.3 Subtraction.
11.4 Multiplication
11.5 Division.
11.6 Finding the balance between practice and proficiency.
Reading:
Australian Education Research Organisation (AERO). (2024). Scaffolded practice
Events and Submissions/Topic
Module/Topic
Fractions and decimals.
Chapter
Reys et al., (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 12 Fractions and decimals: meanings and operations.
12.1 Conceptual development of fractions.
12.2 Understanding equivalence and ordering fractions.
12.3 Operations with fractions.
12.4 Conceptual development of decimals.
12.5 Operations with decimals.
Events and Submissions/Topic
Assessment Task 2 - Presentations submitted on Feedback Fruits - 26 September 2025.
Module/Topic
Number theory.
Chapter
Reys. (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 14 Extending children with number theory.
14.1 Number theory in primary school mathematics.
14.2 Number theory topics for primary school children.
14.3 Other number number theory topics.
Events and Submissions/Topic
Module/Topic
Pattern and algebraic thinking.
Chapter
Reys et al., (2022). Helping Children Learn Mathematics, 4th Australian Edition. John Wiley & Sons, Incorporated.
Chapter 15 Pattern and algebraic thinking.
15.1 Problems, patterns and relations.
15.2 Language and symbols of algebra.
15.3 Modelling, generalising and justifying.
Events and Submissions/Topic
Assessment Task 2 - Reflective Practice written task submitted on Moodle - 10 October 2025.
Report presentation and written reflective practice Due: Week 12 Friday (10 Oct 2025) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Assessment Task 3 - LCG evaluations submitted on SPA - Friday 17 October 2025.
Peer Assessment Due: Review/Exam Week Friday (17 Oct 2025) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
You will begin this unit by completing a "My ambitions for this unit" formative task on Feedback Fruits at the end of week 1.
In this unit, you will be working in Learning Community Groups (LCG). Campus students and online students will be randomly allocated to a LCG These groups will operate on MSTEAMS and will involve you working with other students on the course content and assessment tasks. All students are expected to have regular contact with their LCG.
Assessment in this unit involves peer-evaluation.
Assessment Task 1 and Assessment task 2, student will use the Feedback Fruits application to share samples of their work and their LCG members will give feedback and evaluate the work presented.
Assessment Task 3 involves LCG members evaluating the peers engagement in their LCGs on MSTEAMS. This is completed in two parts, one at the end of week 5, the other at the end of week 13.
For any questions please contact the Unit Coordinator: Dr Mark Gronow by email at m.gronow@cqu.edu.au
1 Written Assessment
In this assessment task you will explore a mathematical concept through a given content description from the Australian Curriculum: Mathematics (v9). You will investigate current research in the teaching and learning of the mathematical concept. You will then develop a learning sequence based on the mathematical concept that reflects the research in the teaching and learning of the mathematical concept. You will write a self-reflection on your disposition towards teaching and learning of mathematics at the beginning of your written submission and a reflective paragraph on the professional learning gained from working in your Learning Community Group (LCG) to complete the task.
You will upload a draft of your written submission on the Feedback Fruits to be reviewed and evaluated by your LCG members. Feedback from these reviews will help you write your final submission.
AI Assessment scale tool:
Level 3: You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.
Week 6 Friday (29 Aug 2025) 11:45 pm AEST
Task is submitted as a single word document through the Moodle submission process.
Week 9 Friday (19 Sept 2025)
Return to students as marked word document with tracked changes with a separate marking guide.
- Descriptive self-reflection of your disposition towards problem-solving and learning of mathematics.
- Research in problem-solving as a mathematical concept.
- Research in how children learn problem-solving as a mathematical concept.
- A problem-solving teaching and learning strategy, using the AC:M Number strand content descriptor AC9M1N05.
- Justification of strategy and pedagogical approach as engaging and effective in teaching the AC:M Number strand content descriptor AC9M1N05, including connections to the AC.
- A self-reflection of professional learning; including feedback from draft uploaded to Feedback Fruits, LCG MSTEAMS discussions and personal experience in completing this task.
- Written reflection follows APA7 guidelines of formatting and referencing, file name is given as indicated and correct cover page is used. Writing is clear and concise and written in a coherent narrative with attention to spelling, punctuation and grammar.
- 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
2 Reflective Practice Assignment
This assessment task requires students to work collaboratively in a Learning Community Group (LCG) sharing their mathematical knowledge and understanding of a mathematical concept chosen, in collaboration with your LCG members, in preparation for a report to be presented to the LCG members..
Each LCG member creates and presents a report on the chosen mathematical concept, that demonstrates their knowledge and understanding of how to teach mathematics to support students' learning and disposition in mathematics. By accessing the content from this unit and their wider reading, students will be required demonstrate their mathematical knowledge and understanding of the pedagogical approaches and develop strategies for engaging students in learning mathematics.
All LCG members critique, give feedback and evaluate each other's report. The feedback received from the LCG is to be used in the written reflective practice submission.
The report presentation is not submitted for marking.
The written reflective practice submission of this assessment will consist of a written report, in an academic style of writing, following APA7 formatting and referencing guidelines (see https://apastyle.apa.org/ ).
Students will critique the research evidence on the teaching and learning of the chosen mathematical concept and respond to the feedback received from LCG members, that furthered their understanding and disposition of teaching and learning mathematics, while addressing the components of the task description from the Moodle site.
AI Assessment scale tool:
Level 3: You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.
Week 12 Friday (10 Oct 2025) 11:45 pm AEST
Task is submitted as a single word document through the Moodle submission process.
Marked assessment tasks will be returned with annotation on manuscript and completed criteria grading sheet with comments. Submissions over the 1500 word limit may not receive feedback.
- Investigation of the mathematical concept.
- Developing an understanding of the mathematical concept.
- Understand how students learn the mathematical concept.
- Pedagogical strategy used to engage students.
- A self-reflection of professional learning; including feedback from the report uploaded to Feedback Fruits, LCG MSTEAMS discussions and personal experience in completing this task
- Written reflection follows APA7 guidelines of formatting and referencing, file name is given as indicated and correct cover page is used. Writing is clear and concise and written in a coherent narrative with attention to spelling, punctuation and grammar.
- 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
- Engage in opportunities for sharing and enhancing professional knowledge and practice through reflection and collaboration.
3 Peer assessment
This assessment task involves each student evaluating other members of their Learning Community Group (LCG) based on their engagement in the LCG during the term.
Review/Exam Week Friday (17 Oct 2025) 11:45 pm AEST
Submission completed on Self and Peer Assessment (SPA) application.
The ten criteria questions you are asked to respond to are:
- Was dependable in attending group meetings.
- Willingly accepted assigned tasks.
- Contributed positively to group discussions.
- Completed work on time or made alternative arrangements.
- Helped others with their work when needed.
- Did work accurately and completely.
- Contributed their fair share of the work.
- Worked well with other group members.
- Overall was a valuable member of the team.
- Gave and accepted feedback willing and productively.
- Reflect critically on approaches to teaching Mathematics to improve professional knowledge and practice
- Recommend strategies, resources and learning activities that aid the transfer of mathematical understanding to real world contexts
- Design well-structured lessons that engage learners in actively applying key mathematical skills to understand the content
- Engage in opportunities for sharing and enhancing professional knowledge and practice through reflection and collaboration.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
