Courses & Units

Grade 7-9 Students as Mathematics Learners EMT627

A minimum enrolment number of 12 applies to this offering. Should enrolments not reach the minimum number required for on-campus study; students may be transferred to the on-line offering and advised of this change before semester commences.


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, and ESH325 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 understanding mathematics and developing mathematical thinking, which includes an examination of incomplete and misconceived understanding. In addition, 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. The unit will also address the design and evaluation of assessment approaches at the junior and senior secondary levels. 

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;  

  1. To develop capacity and competence to identify and deliver mathematics teaching and learning experiences that develop higher order thinking and conceptual understanding; 

  1. To acquire knowledge and develop skills relating to designing and evaluating assessment tasks in mathematics curriculum for Year 7 to Year 12 students; and 

  1. 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, particularly in AT2 and AT3 (see the Assessment section of this unit outline). 


Unit name Grade 7-9 Students as Mathematics Learners
Unit code EMT627
Credit points 12.5
College/School College of Arts, Law and Education
Faculty of Education
Discipline Education
Coordinator Associate Professor Helen Chick
Delivered By University of Tasmania
Level Postgraduate


Location Study period Attendance options Available to
Hobart Semester 1 On-Campus International Domestic
Online Semester 1 Off-Campus International Domestic


International students
Domestic students

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Key Dates

Study Period Start date Census date WW date End date
Semester 1 26/2/2024 22/3/2024 15/4/2024 2/6/2024

* 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 2024 are indicative and subject to change. Finalised census dates for 2024 will be available from the 1st October 2023. 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 $555.00 $555.00 not applicable $2,324.00

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 UConnect 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 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)

AssessmentTeach Mathematics to Peers (15%)|Analysing Understanding and the Effectiveness of Learning Resources (35%)|Evaluating and Developing Assessment (50%)
TimetableView the lecture timetable | View the full unit timetable



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. 

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  


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 7th. In Referencing guide. Retrieved from

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