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Mathematics Pedagogical Content Knowledge Years 6 to 10 unit (ESP125)

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Location: Launceston

Introduction

In this unit, you will consider the theory, methods and practice of teaching mathematics (and teaching for numeracy) in Years 6-10. Curriculum documents will be a major focus (including the Australian Curriculum, and local, State and international curricula), alongside implementation strategies, related resources and expected learning outcomes. Significant topics include the teaching and learning of decimals, rational and irrational numbers, and integer arithmetic; proportional reasoning; early algebra learning; probability; statistics and probability; geometry; and principles of lesson planning.
Teaching and learning experiences involve participation in practical activities as well as an analysis of the issues related to mathematics education.

Summary

Unit name Mathematics Pedagogical Content Knowledge Years 6 to 10
Unit code ESP125
Credit points 12.5
College/School Arts and Society
Faculty of Education
Discipline Education
Coordinator Mr Tom Hartley
Available as an elective? Yes
Delivered By University of Tasmania
Level Introductory

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

Location Study period Attendance options Available to
Launceston Semester 1 This unit is available through on-campus delivery Available to International Students Available to Domestic Students
  • Key:
  • This unit is available through on-campus delivery On-campus
  • This unit is available through off-campus delivery Off-Campus
  • Available to International Students International students
  • Available to Domestic Students Domestic students
Note

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Units are offered in attending mode unless otherwise indicated (that is attendance is required at the campus identified). A unit identified as offered by distance, that is there is no requirement for attendance, is identified with a nominal enrolment campus. A unit offered to both attending students and by distance from the same campus is identified as having both modes of study.

Key Dates

Study Period Start date Census date WW date End date
Semester 1 22/2/2026 16/3/2026 19/4/2026 13/6/2026

* 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 2026 are indicative and subject to change. Finalised census dates for 2026 will be available from the 1st October 2025. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

  • distinguish the common mathematical ideas, skills, knowledge, and appropriate communication conventions that inform contemporary teaching of middle school and lower secondary mathematics
  • exemplify the proficiencies, skills and content knowledge as described in the Australian curriculum mathematics
  • design mathematical teaching experiences which provide formative and summative assessment of student learning
  • analyse students understanding of mathematics through diagnostic and formative assessment, linked to the curriculum content descriptors and respond to identified areas of need
  • collaborate with peers to reflect on the mathematical and pedagogical value of summative and formative assessment tasks

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 $592.00 $592.00 not applicable $2,562.00
  • 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.

Teaching

Teaching Pattern

On Campus: 
Weekly online content (4 hours), weekly on campus tutorial (2 hours), collaborative online learning (2 hours)

Off Campus:
Weekly online content (4 hours), weekly online tutorial (2 hours), collaborative online learning (2 hours)
 

AssessmentTeam-Based Learning Quiz (24%)|PeerWise Question Design and Analysis (36%)|Discussion Posts and Reflection (40%)
TimetableView the lecture timetable | View the full unit timetable

Textbooks

Required

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2022). The Australian Curriculum: Mathematics (Version 9.0). Sydney, NSW: Author. https://v9.australiancurriculum.edu.au/
Goos, M., Stillman, G., & Vale, C. (2017). Teaching secondary school mathematics: Research and practice for the 21st century (2nd ed.). Crows Nest, NSW: Allen & Unwin. [Note the 2007 1st Edition is OK if you already have a copy].
University of Tasmania (2015). APA 7th edition. Referencing guide. https://utas.libguides.com/referencing/APA7th

(We recommend you purchase these as additional resource texts as they provide “Horizon Knowledge’, see week one lectures, Ball et al. 2008).

  1. Especially useful for those considering teaching at Year 11 &12, with a wonderful chapter on Calculus by a UTAS lecturer Robyn Reaburn: Hine, G., Reaburn, R., Anderson, J., Galligan, L., Carmichael, C., Cavanagh, M., Ngu, B., & White, B. (2016). Teaching Secondary Mathematics. Cambridge University Press.
  2. For help with understanding students’ prior knowledge, extends to Year 8, and especially useful for those of you who may well end up teaching at lower years, e.g. Year 6. Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2015). Teaching mathematics: Foundations to middle years (2nd Revised Edition). South Melbourne, VIC: Oxford University Press.
  3. Very useful for teaching about fractions & decimals, especially for your AT3. Sullivan, P. (2021). Building Engagement in Middle Years Mathematics EBook. Oxford University Press Australia & New Zealand.
Recommended

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016). National literacy and numeracy learning progressions. https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59(5), 389-407. doi: 10.1177/0022487108324554
Beswick, K. (2006). The importance of mathematics teachers' beliefs. Australian Mathematics Teacher, The, 62(4), 17.
Beswick, K. (2006). Changes in preservice teachers' attitudes and beliefs: The net impact of two mathematics education units and intervening experiences. School Science and Mathematics, 106(1), 36-47.
Booker, G. (2011). Building numeracy: Moving from diagnosis to intervention. Oxford University Press.
Campbell, A., Craig, T., & Collier-Reed, B. (2019) A framework for using learning theories to inform ‘growth mindset’ activities, International Journal of Mathematical Education in Science and Technology, DOI: 10.1080/0020739X.2018.1562118
Chick, H. L. (2003). Counting on Frank and Fermi: Using Fermi questions in the classroom. In B. Clarke, A. Bishop, R. Cameron, H. Forgasz, & W. T. Seah (Eds.), Making Mathematicians (Proceedings of the 40th annual conference of the Mathematical Association of Victoria, pp. 89-97). Melbourne, VIC: MAV.
Chick, H. L., Pham, T., & Baker, M. K. (2006). Probing teachers’ pedagogical content knowledge: Lessons from the case of the subtraction algorithm. Identities, cultures and learning spaces, 139-146.
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: MERGA.
Chick, H., & Pierce, R. (2012). Teaching for statistical literacy: Utilising affordances in real-world data. International Journal of Science and Mathematics Education, 10, 339 - 362. DOI: 10.1007/s10763-011-9303-2.
Forgasz, H., Leder, G. C., & Halliday, J. (2013). The make it count project: Naplan achievement evaluation. Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, Melbourne, Australia: http://www.merga.net.au/documents/Forgasz_et_al_MERGA36-2013.pdf
Goos, M., Galbraith, P., Renshaw, P., & Geiger, V. (2003). Perspectives on technology mediated learning in secondary school mathematics classrooms. The Journal of Mathematical Behavior, 22(1), 73-89. doi: http://dx.doi.org/10.1016/S0732-3123(03)00005-1
Lowe, I., Johnston, J., Kissane, B., & Willis, S. (1995). Access to Algebra. Books 1,2,3,4 and two Teacher’s Guides. Carlton, Vic: Curriculum Corporation.
Marshman, M., & Porter, G. (2013). Pre-service Teachers' Pedagogical Content Knowledge: Implications for Teaching. Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, Melbourne, Australia: http://www.merga.net.au/documents/Marshman_et_al_MERGA36-2013.pdf
Morgan, C., Watson, A., & Tickly, C. (2004). Teaching school subjects 11-19: Mathematics. London: Routledge Falmer.
Muir, T., & Wells, J. (2019). Are athletes getting better over time? Australian Primary Mathematics Classroom, 24(3), 15.
Stacey, K. (2005). Travelling the road to expertise: A longitudinal study of learning. In Chick, H. L. & Vincent, J. L. (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 19-36). Melbourne: PME.

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