Mathematics in the Primary Years

Abstract

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 … For more content click the Read More button below.

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.

Syllabus

What constitutes an effective pedagogical framework in mathematics?NSW Mathematics K-10 Syllabus (2012), with specific emphasis on Early Stage 1 and Stages 1-3, including outcomes and content, syllabus elements, support materials and strategies for supporting students with special education needs in mathematicsLearning across the Curriculum - cross-curriculum priorities and general capabilities … For more content click the Read More button below.

What constitutes an effective pedagogical framework in mathematics?
NSW Mathematics K-10 Syllabus (2012), with specific emphasis on Early Stage 1 and Stages 1-3, including outcomes and content, syllabus elements, support materials and strategies for supporting students with special education needs in mathematics
Learning across the Curriculum - cross-curriculum priorities and general capabilities in primary mathematics, including literacy, digital literacy, numeracy, Indigenous cultural competence, global citizenship, sustainable practices and ethics
Models of pedagogy, practices and strategies for teaching and assessing mathematics
The five components of working mathematically: communicating, problem solving, reasoning, understanding and fluency in mathematics
Embedding Aboriginal and Torres Strait Islander histories and cultures in Primary mathematics
Principles and practices for teaching measurement and geometry
Central ideas in mathematics and common student misconceptions in measurement and geometry
Planning, conducting and communicating results of mathematical processes
Differentiating for diverse learners, supporting students with a range of abilities and backgrounds to access the Primary mathematics curriculum and demonstrate achievement
Integrating mathematics across key learning areas
Exploring relationships between mathematics, numeracy and literacy
Planning for teaching and learning in primary mathematics - developing learning sequences and lessons
Authentic assessment requirements and standards-referenced marking criteria for primary mathematics.

Assessment items

1. Teaching for diversity

2. Processes in designing learning

Learning outcomes

Upon successful completion of this subject, students should:

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

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 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.

Assumed knowledge

EMM209 or EMM418

Enrolment restrictions

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.

Handbook