Teaching for diversity

Processes in designing learning

This subject consolidates the central concepts, modes of enquiry and structure of the content of Mathematics, and explicitly connects these ideas to the models of pedagogy for teaching and assessing Mathematics. There is also a strong emphasis on: ways of differentiating curriculum to meet the diverse needs of learners in the Mathematics classroom; the role and value of Mathematics in the broader school curriculum; and the relationship between Mathematics, numeracy and literacy.

This subject is only available to students enrolled in the Bachelor of Educational Studies, Bachelor of Teaching (Primary), Bachelor of Education (K-12), and Bachelor of Education (Early Childhood and Primary) and Master of Teaching (Primary) courses. This subject is not available to students who have completed EMM503 as it shares similar content.

School of Social Work and Arts

Division of Students

Centre of Islamic Studies and Civilisation

School of Rural Medicine

School of Allied Health, Exercise and Sport Sciences

Centre for Law & Justice

School of Information and Communication Studies

School of Dentistry and Medical Sciences

School of Education

School of Policing Studies

School of Nursing, Paramedicine and Healthcare Sciences

School of Computing, Mathematics and Engineering

Division of Learning and Teaching

Faculty of Business, Justice and Behavioural Sciences

Faculty of Science and Health

School of Agricultural, Environmental and Veterinary Sciences

Charles Sturt University Engineering

Centre for Customs and Excise Studies

School of Indigenous Australian Studies

Australian Graduate School of Policing Security

School of Psychology

Faculty of Arts and Education

Division of Student Success

School of Business

School of Theology

Centre of Rural Dentistry and Oral Health

EMM410 - Mathematics in the Primary Years

Mathematics in the Primary Years

be able to apply pedagogical knowledge, informed by constructivist principles, research, and current evidence-based practices associated with teaching and learning Mathematics in developing learning activities to support students with a range of abilities to access the Primary Mathematics curriculum and demonstrate achievement;

be able to analyse various models of pedagogy for teaching and assessing Mathematics as they relate to teaching for diversity in the Mathematics classroom;

be able to apply knowledge of current primary Mathematics syllabus documents, including the General Capabilities, in developing learning activities for primary Mathematics;

be able to authentically assess student achievement by designing meaningful, stage appropriate tasks, which provide evidence that accurately represents a student's knowledge, understanding and skills; and

be able to prepare and apply standards-referenced marking criteria and meaningfully report learner achievement to key stakeholders.

be able to apply strategies for differentiating teaching, learning and assessment in a lesson sequence to meet the diverse needs of learners in the Mathematics classroom;

EMM410-30-D-W

EMM410-90-D-W

EMM410-60-D-W