This course provides an introduction to teaching and learning in Mathematics in K-6 contexts. Students will explore the NSW Mathematics K-6 syllabus incorporating the Australian Curriculum, planning for teaching and learning which incorporates strategies for differentiation, assessing student learning and generalising.
Availability2021 Course Timetables
- Semester 1 - 2021
- Semester 1 - 2021
This course replaces the following course(s): EDUC3739. Students who have successfully completed EDUC3739 are not eligible to enrol in EDUC2749.
On successful completion of the course students will be able to:
1. Demonstrate their understanding of the development of children's mathematical knowledge, skills and understanding in Number and Algebra, Measurement and Geometry, and Statistics and Probability.
2. Demonstrate their understanding of the processes children use in Working Mathematically.
3. Demonstrate their understanding and use of the NSW Mathematics K-6 syllabus incorporating the Australian Curriculum (2012) to plan for learning and teaching in all aspects of numeracy.
4. Demonstrate effective planning for learning which incorporates: • Planning a sequence of lesson overviews and developing one of these into a full lesson plan • Developing differentiated tasks to accommodate student diversity by modifying content • Assessment strategies: diagnostic, formative and summative • Strategies for generalising
The study of:
- the nature and role of mathematics in describing and modelling patterns and relationships that can be generalised, and as a means of interpreting the world
- mathematical concepts and processes: such as Hindu-Arabic numeration system, quantification of space and time, geometries
- working with data (basic statistical literacy) including planning, gathering, organizing, applying data to solve problems, and communicating results through the selection of appropriate representations
- the knowledge base underpinning the principles and practices of teaching and learning mathematics
- models of pedagogy for teaching and assessing primary mathematics
- range of strategies for teaching and assessing primary mathematics - mathematical thinking and problem-solving techniques - planning, conducting and communicating results of mathematical processes - central ideas in mathematics and common student misconceptions
- ways of differentiating curriculum to meet the diverse needs of learners in the mathematics classroom
- the place of primary mathematics in the continuum of learning in K-12, including a particular understanding of the links between Stage 3 and Stage 4
- the Mathematics K-6 Syllabus, Support Documents and NSW Primary Curriculum Foundation Statements
For students who commenced in the program in 2016 onwards, enrolment in this course is dependent on successful completion of the teacher education admission milestone:
- Three HSC band 5s (including one in English) or
- 80 units of UON courses or
- Regulatory authority approved comparable pathways.
If you have successfully completed EDUC3739 you cannot enrol in this course.
Proposal / Plan: Lesson Plan
Callaghan and Ourimbah
Face to Face On Campus 1 hour(s) per Week for 12 Weeks
Face to Face On Campus 2 hour(s) per Week for 12 Weeks
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.