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Teaching Primary Mathematics 1 unit (EMT521)

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Unit year 2027

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Introduction

This unit introduces students to pedagogies appropriate for teaching primary mathematics and contributes to your evidence for meeting Graduate Teaching Standards. The unit will model and provide opportunities for students to engage with rich tasks, group work, problem solving, and differentiating the curriculum using examples from the number domain of the Australian Curriculum. Students will develop their understanding of appropriate pedagogies for teaching mathematics and their knowledge of relevant curricula, the development of students' thinking in number, and the relationship of content knowledge to pedagogy. It will provide pre-service teachers with opportunities to deepen their own mathematical content knowledge within the domain of number, assess primary students' mathematical thinking using work samples and to plan lessons in mathematic.

Summary

Unit name Teaching Primary Mathematics 1
Unit code EMT521
Credit points 12.5
College/School Arts and Society
Faculty of Education
Discipline Education
Coordinator Associate Professor Helen Chick
Delivered By University of Tasmania
Level Postgraduate

Sustainable Development Goals

The Unit Coordinator has identified that this unit aligns with the following UN Sustainable Development Goals. We welcome your thoughts and feedback on the alignment of the unit with these goals.

Availability

Specific information on 2027 unit availability will be available in August

Learning Outcomes

  • Demonstrate an understanding of mathematical knowledge and skills appropriate for primary teaching.
  • Identify how teaching activities align with and contribute to achieving the learning outcomes of the Australian Curriculum: Mathematics.
  • Evaluate, assess, and understand typical students’ mathematical thinking in the domains of number and algebra and choose and justify the teaching approaches to be taken as a result of this analysis..
  • Plan for, and justify, appropriate mathematical teaching experiences in the domains of number and algebra that incorporate appropriate pedagogical principles and techniques.

Fee Information

2027 fee information will be available in August.

Requisites

Concurrent Prerequisites

EMT502

Teaching

Teaching Pattern

On Campus:
Weekly online lecture (1 hour), Weekly face-to-face tutorial (2 hours), independent learning (6 hours) 

Off Campus: 
Weekly online lecture (1 hour), Weekly online webinar (2 hours), independent learning (6 hours)
 

AssessmentAT4 Quizzes (10%)|AT1 Mathematical Task (20%)|AT2 Analysing Student Work (20%)|AT3 Planning to teach a maths lesson (50%)
TimetableView the lecture timetable | View the full unit timetable

Textbooks

Required

Van de Walle, J., Karp, K., Bay-Williams, J., & Bass, A. (2019). Primary and middle years mathematics (1st Australian edition). Melbourne, Vic: Pearson. (Revel or hard copy version)

 

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.
Recommended

Boaler, J. (2016). Mathematical mindsets. San Francisco, CA: Jossey-Bass.
Bobis, J., Mulligan, J., & Lowrie, T. (2009). Mathematics for children: Challenging children to think mathematically (3rd ed.). Frenchs Forest, NSW: Pearson.
Cotton, T. (2010). Understanding and teaching primary mathematics. Harlow, UK: Pearson Education Limited.
Haylock, D. (2007). Mathematics explained for primary teachers (3rd ed.). Thousand Oaks, CA: Sage Publications.
Haylock, D., & Cockburn, A. D. (2008). Understanding mathematics for young children. London: Sage.
McIntosh, A., & Dole, S. (2004). Mental computation: A strategies approach. Hobart: Department of Education.
Serow, P., Callingham, R., & Muir, T. (2019). Primary mathematics: Integrating theory with practice (3rd ed.). Port Melbourne, Vic: Cambridge.
Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2015). Teaching mathematics: Foundations to middle years (2nd ed.). South Melbourne, Vic: Oxford University Press.
Smith, M. S., & Stein, M. K. (2011). Five practices for orchestrating productive mathematics discussions. Reston, VA: NCTM.
Tucker, K. (2014). Mathematics through play in the early years. (3rd ed.). Thousand Oaks, CA: SAGE.

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