Unit Outline

This unit builds on your knowledge of appropriate pedagogies for teaching mathematics from EPR220 by exploring the relationship between content knowledge and pedagogy, consolidating knowledge of relevant curricula (including the Australian Curriculum V.9.0, and/or the Early Years Learning Framework for Australia V.2.0), and critically evaluating the use of teaching practices and representations that support student understanding and address misconceptions. It will provide you with opportunities to develop skills in planning across a unit of work, assess students' learning and to reflect on your developing pedagogical content knowledge.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	apply mathematical knowledge for teaching, including both pedagogical content knowledge and mathematical skills and concepts.
2	identify and interpret students mathematical understanding and make informed decisions regarding how to promote further understanding and address misconceptions.
3	apply theoretical and practical knowledge of mathematics content and pedagogy to plan and design a coherent teaching sequence.
4	identify and evaluate appropriate use of teaching resources including visual representations, manipulatives and digital technologies.
5	communicate in written form in a scholarly manner, with correct usage of English and mathematical conventions.

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	ESH220 or ESH319 or EPR220

Alterations as a result of student feedback

Following student feedback, the unit has been reviewed to target the application of your pedaogical content knowledge to effective practices in primary and early years mathematics.

The assessment tasks have been revised to focus more directly on key aspects of your pedagogical content in relevant contexts and to support participation across the unit.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	PCK Review	Week 4	10 %	LO2
Assessment Task 2:	Unit Plan	Week 8	50 %	LO1, LO2, LO3, LO4, LO5
Assessment Task 3:	Reflection on your PCK	Week 13	40 %	LO1, LO2, LO3, LO4, LO5

Assessment details

Assessment Task 1: PCK Review

Task Description:

Assessment task 1 relates to the transformation of knowledge to teaching mathematics in identifying appropriate examples and representations for teaching number.
The task involves an online quiz with 8 questions: 6 questions are multiple choice presented randomly (one mark each). Two questions are worded answers - no word count- (two marks each).
Example questions will be provided and you will be guided in the specific topics covered. You have a week to take the quiz.
You have 30 minutes maximum time, but you can move through the questions in any order and return to any questions if you need to within the 30 minutes.
You can only attempt the quiz once. Do not start the quiz unless you are prepared and ready to complete it. You may access any course content material to support you, but use of AI is not allowed.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 2.1

Task Length:

Individual Quiz: 8 questions, 6 multiple choice and two worded. 30 minutes maximum time. One attempt. Completion within one week. 400 words equivalent.

Due Date:

Week 4

Weight:

10 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Identify appropriate use of pedagogical strategies to promote students' mathematical understanding.	LO2

Assessment Task 2: Unit Plan

Task Description:

The purpose of Assessment Task 2 is to provide you with the experience of applying Transformation and Connection Knowledge to planning.
Assessment Task 2 has two parts: Unit Plan and Rationale

Part 1 Unit Plan 1000 words
You are required to prepare a unit plan for 5 lessons or learning experiences based on a specified topic in relation to Australian Curriculum V9, or to the Early Years Learning Framework for Australia, V2.0 (43A and E5Y students), for a chosen year or age group.
You should prepare key teaching points (not lesson plans) for 5 lessons, according to the AC v9 Achievement Standard (AS) and related Content Description(s) (CD) or to the EYLF learning outcome(s) for your chosen year group.
You will be provided with a unit plan template and example unit plan to guide you in preparing your plan.
You may use AI, as well as other online materials, to support your preparation for the plan, but these will need to be adjusted to meet the template and Assessment Task criteria. You must identify where you have used AI or other resourced activities in your unit plan and reflect on their use in your rationale.
APA style referencing is not required for Part 1 Unit Plan.

Part 2 Rationale 1000 words
The rationale should justify the progression of learning in your unit plan in relation to the AC ASs and CDs or the EYLF outcomes, as well as your choice of examples, resources, questions and prompts.
You will be provided with a template to guide you.
You should use the key texts as well as other relevant literature to support your justification.
Where you have used AI or other online support material you should indicate this in your justification.
APA style referencing is required for Part 2 Rationale.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.2, 2.3, 3.2, 3.3, 3.4

Task Length:

Part 1 unit plan 1000 words (not including template headings and AC/EYLF wording) Part 2 Rationale 1000 words (not including references) Total 2000 words

Due Date:

Week 8

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Organises a coherent teaching sequence with evidence of decision-making in aligning teaching points to appropriate learning for a chosen year group in relation to AC v.9 or EYLF v2.0.	LO1, LO3
2	Indicates examples, resources, questions and prompts that will enable assessment of students’ mathematical understanding.	LO2
3	Uses key texts and relevant literature to justify choice of examples, resources and representations.	LO4
4	Communicates in a scholarly manner with correct usage of English and mathematical conventions.	LO5

Assessment Task 3: Reflection on your PCK

Task Description:

Assessment Task 3 draws on your participation in tutorials and/or contributions to the discussion boards to reflect on your developing Pedagogical Content Knowledge based on the components of the Knowledge Quartet.
It is anticipated that, to demonstrate you have met the Unit ILOs, you will have participated in a range of activities across the 5 fortnightly topics. For this assessment task, you are required to select 5 of these activities from the discussion boards or tutorials, one from each of the fortnightly topics, and reflect on how the activity has impacted on your knowledge for teaching mathematics.
You may refer to a mix of online discussion posts and tutorials. Any discussion post should be more than 100 words and indicate how you responded to at least one other student’s post. Reflections on activites in the tutorials should indicate your contribution and responses within the tutorial. If you are using an activity from the discussion board, you must include image of your post(s). If you are using an activity from a tutorial you must give the date for attendance (monitored by your tutor).
You will be given guidance on how to focus your reflections and should refer to key texts and readings to inform your reflections.
Note that you will be assessed on the quality of your reflections and not your discussion posts or contribution to activities in tutorials.

Task Length:

1600 words

Due Date:

Week 13

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Reflections demonstrate a use of resources and representations that is informed by key texts and readings.	LO4
2	Reflections critically explore teaching practices that support students’ mathematical understanding in relation to key texts and readings.	LO2
3	Reflections are communicated in an appropriate manner and show correct usage of mathematical conventions.	LO5
4	Range of activities across the unit indicates an appropriate level of participation to evidence application of pedagogical knowledge for teaching mathematics	LO1, LO3

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes and achieve a final unit grade of 50% or greater. The assessment tasks are designed to meet each Intended Learning Outcome at least twice across the three assessment tasks.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Required Resources

Required reading materials

You will need the following text:

Van de Walle, J., et al. (2024. Primary and middle school mathematics: Teaching developmentally. Pearson Australia Second Edition (ebook available from library).

Or:

Van de Walle, J., et al. (2019). Primary and middle school mathematics: Teaching developmentally. Pearson Australia (ebook available from library).

The Australian Curriculum, version 9. https://v9.australiancurriculum.edu.au/

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.