In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
In Mathematics Curriculum, you will build on the knowledge acquired in previous mathematics units to develop a deeper understanding of the structure, sequencing and connections between the critical concepts and skills in mathematical content across the year levels in the Australian Curriculum: Mathematics. You will learn to solve problems through transference of mathematical knowledge using acquired reasoning, logic, and analytical skills. You will be able to identify physical and digital resources and justify differing pedagogies used to teach the sub-strands of the Australian Curriculum: Mathematics to overcome barriers to learning mathematics for children of diverse backgrounds. Your personal competence and proficiency towards mathematics teaching is enhanced in this unit, you will learn to identify issues and challenges to mathematical understanding at key stages of the Australian Curriculum: Mathematics. The learning sequence of this unit supports your ability to develop, and use, a suitable range of appropriate and accurate assessment processes to evaluate the mathematics learnt.
Details
Pre-requisites or Co-requisites
Prerequisite:- Students must successfully complete the unit EDCU12038 prior to enrolling in 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
Unit coordinator to have frequent "drop-ins" to campus tutorial groups to answer student assessment questions
Feedback from SUTE data
Clarity around assessment tasks
Communication of assessment tasks to occur early in the unit
Feedback from SUTE data
MSTEAMS Learning Community Group engagement
Inform students of expectations for their commitment to their Learning Community Groups early in the term.
- Analyse the structure and organisation of content in the mathematics curriculum to identify key stages in concept development as a focus for assessing student learning
- Assess students' understanding of the mathematical content to identify possible misconceptions or barriers to learning for diverse student groups
- Distinguish evidence-based approaches to teaching and learning of mathematics that promote engagement, understanding and mathematical proficiency for students from diverse backgrounds including Aboriginal and Torres Strait Islander students
- Design tools and guides for assessing students’ knowledge and skills in Mathematics
- Reflect on professional learning to describe processes and strategies that improve teaching practice and student learning
- Justify the selection and use of resources that scaffold students’ understanding of core mathematical concepts
- Identify opportunities for students to use ICTs purposefully to gain mathematical knowledge and proficiency.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
2.1 Content and teaching strategies of the teaching area
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.4 Select and use resources
5.1 Assess student learning
6.2 Engage in professional learning and improve practice
6.4 Apply professional learning and improve student learning
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 | |||||||