Grade 7 - 12 Students as Mathematics Learners unit (EMT625)

Hobart, Online

Introduction

Each of EMT625 and EMT627 is the second of a pair of units that present the theory, methods and practice of teaching high school mathematics and numeracy, with EMT625 focussing on the 7-12 curriculum and EMT627 focussing on Grades 7-9. These units generally will be taken after completing the appropriate pre-requisite unit EMT525 Teaching the Grade 7-12 Mathematics Curriculum or EMT527 Teaching the Grade 7-9 Mathematics Curriculum.¿ 
EMT625 and EMT627 focus on the learning of mathematics in secondary school classrooms, particularly Years 7 to 12 for EMT625, and Years 7 to 9 for EMT627, and will build pre-service teachers’ pedagogical content knowledge for teaching mathematics in a productive way. This unit develops an appreciation of how students in the secondary years form mathematical concepts, and how teaching can foster effective learning, with a particular focus on the “proficiencies” in the Australian Curriculum: Mathematics. It will consider issues associated with developing mathematical thinking, which includes conceptual/relational and procedural/instrumental understanding. The units will investigate ways to incorporate reasoning and problem-solving in the mathematics classroom, and how to foster higher-order thinking from students. The use of technology in relation to issues of understanding, reasoning, and problem solving is considered. These underpinning concepts will inform consideration of (i) the design and evaluation of assessment approaches at the junior and senior secondary levels and (ii) the design of appropriate sequences of lessons for units of work.  
The broad aims for this unit are:¿ 
1.    To increase knowledge of how to address the mathematics proficiency strands in the Australian Curriculum, especially understanding, reasoning, and problem solving;¿¿ 
2.    To develop capacity and competence to identify and deliver mathematics teaching and learning experiences that develop higher order thinking and conceptual understanding;¿ 
3.    To acquire knowledge and develop skills relating to designing and evaluating assessment tasks in mathematics curriculum for Year 7 to Year 12 students; and¿ 
4.    To understand how research in mathematics education can inform practice.¿ 
Note: EMT625 and EMT627 have similar content but there will be some distinctions in the focus of the assessment criteria.

Summary

Unit name	Grade 7 - 12 Students as Mathematics Learners
Unit code	EMT625
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

Availability

Location	Study period	Attendance options		Available to
Hobart	Semester 1
Online	Semester 1

Note

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Key Dates

Study Period	Start date	Census date	WW date	End date
Semester 1	22/02/2027	16/03/2027	19/04/2027	13/06/2027

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).

Unit census dates currently displaying for 2027 are indicative and subject to change. Finalised census dates for 2027 will be available from the 1st October 2026. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

• Explain what it means to teach for different kinds of understanding and foster higher order thinking in students, and use appropriate strategies to develop these when devising teaching and learning experiences
• Describe and use current curriculum content and contemporary teaching practices in high school mathematics education, especially in relation to reasoning and problem solving
• Demonstrate the ability to plan, develop, and analyse mathematical assessment experiences that incorporate appropriate assessment principles.
• Assess and provide feedback on student work, and plan for further learning experiences
• Use contemporary research in mathematics education to inform teaching practice

Fee Information

Field of Education	Commencing Student Contribution 1,3	Grandfathered Student Contribution 1,3	Approved Pathway Course Student Contribution 2,3	Domestic Full Fee 4
070105	$613.00	$613.00	not applicable

• Available as a Commonwealth Supported Place
• HECS-HELP is available on this unit, depending on your eligibility³
• FEE-HELP is available on this unit, depending on your eligibility⁴

¹ Please refer to more information on student contribution amounts.
² Please refer to more information on eligibility and Approved Pathway courses.
³ Please refer to more information on eligibility for HECS-HELP.
⁴ Please refer to more information on eligibility for FEE-HELP.

If you have any questions in relation to the fees, please contact UniConnect or more information is available on StudyAssist.

Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.

Requisites

Prerequisites

EMT525

Teaching

Teaching Pattern	On Campus: Weekly online lecture (1 hour), Weekly face-to-face workshop (3 hours),  independent learning (6 hours)  Off Campus:  Weekly online lecture (1 hour), Weekly online webinar (2 hours), independent learning (6 hours)
Assessment	AT1 Evaluating and Developing Assessment (40%)|AT2 Designing a Sequence of Mathematics Lessons (60%)
Timetable	View the lecture timetable | View the full unit timetable

Textbooks

Required

You will need to be able to access the mathematics curriculum area of the Australian Curriculum, and you will need Improving learning in mathematics: Challenges and strategies for Week 3. The other resources have informed the preparation of this unit and will be beneficial to you, but are not essential.   Australian Curriculum, Assessment and Reporting Authority (ACARA). (2022). The Australian Curriculum. Sydney, NSW: Author. https://v9.australiancurriculum.edu.au/  Boaler, J. (2010). The elephant in the classroom: Helping children learn and love mathematics. London: Souvenir Press.  Goos, M., Stillman, G., & Vale, C. (2017, 2nd Edition). Teaching secondary school mathematics: Research and practice for the 21st century. Crows Nest, NSW: Allen & Unwin. [Note the 2007 first edition is suitable if you already have a copy].  Swan, M. (2005). Improving learning in mathematics: Challenges and strategies. London: Department for Education and Skills Standards Unit. Freely downloadable from https://www.stem.org.uk/elibrary/resource/26057

Recommended

The following readings are articles that are referenced in the unit, and some will be required reading during some of the modules.   Chick, H. L. (2007). Teaching and learning by example. In J. Watson & K. Beswick (Eds.), Mathematics: Essential research, essential practice (Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia) (pp. 3–21). Sydney, NSW, Australia: MERGA.  Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2009). Assessment for learning: Putting it into practice. Maidenhead, UK: Open University Press.   Boaler, J., & Selling, S. K. (2017). Psychological imprisonment or intellectual freedom? A longitudinal study of contrasting school mathematics approaches and their impact on adults' lives. Journal for Research in Mathematics Education, 48, 78-105.  Chazan, D., & Ball, D. (1999). Beyond being told not to tell. For the Learning of Mathematics, 19(2), 2-10.  Cuoco, A., Goldenberg, P., & Mark, J. (1996). Habits of Mind: An organizing principle for mathematics curricula. Journal of Mathematical Behavior, 15, 375-402.   Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28, 524-549.   Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum.   Morgan, C., Watson, A., & Tickly, C. (2004). Teaching school subjects 11-19: Mathematics. London: Routledge Falmer.  National Council of Teachers of Mathematics. (2000). Principles and standards for teaching mathematics. Reston, VA: Author.  Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20-26.   Stein, M. K., Grover, B., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33, 455–488.  Sullivan, P., Clarke, D., & Clarke, B. (2009). Converting mathematics tasks to learning opportunities: An important aspect of knowledge for mathematics teaching. Mathematics Education Research Journal, 21, 85-105.  Watson, A. (2006). Raising achievement in secondary mathematics. Maidenhead, UK: Open University Press.  Watson, A., & Mason, J. (1998). Questions and prompts for mathematical thinking. Derby, UK: Association of Teachers of Mathematics.  Watson, A., & Mason, J. (2005). Mathematics as a constructive activity: Learners generating examples. New York: Routledge.  University of Tasmania (2024). APA. In Referencing and assignment writing. Retrieved from https://utas.libguides.com/referencing/APA7th

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