Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Content

Topics will include:

• Rational numbers, algebraic thinking, probability and statistics will form the mathematical content basis of this unit.
• Research-informed approaches to successful mathematics learning that are responsive to the strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 
• Research-informed practices focus on the brain and learning to understand why specific instructional practices work and how to implement these practices 
• The role of mathematical investigation, guided mathematical inquiry and open tasks for constructing mathematical knowledge and orchestrating mathematical discourse, reasoning, argumentation, and proof.
• Effective resources that support and enhance the teaching and learning of mathematics (e.g., manipulatives, digital technologies, and visual representations)
• Assessment practices to guide the learning-teaching of mathematics: (e.g., informal and formal, including diagnostics approaches to formative and summative assessment of cognitive and affective learning).
• Recording and tracking of student learning – interpretation and analysis of student data; moderation of student learning outcomes against class, state and national norms
• Reporting of student learning outcomes to parents/carers and other stakeholders – types of reports; strategies for engaging parents
• Issues regarding national testing programs, e.g., NAPLAN
• Approaches for different levels of planning for mathematics teaching, e.g., yearly, term, daily, whole school to year level
• Incorporating the mathematical content proficiencies and processes as outlined in the current Australian Curriculum: Mathematics
• Integrating the mathematical content strands to facilitate connections across dimensions of mathematics
• Effective contexts for mathematics learning (e.g., children’s literature, real-life contexts, games, problem-solving, STEM and investigations)
• Identifying opportunities to use Numeracy across the curriculum, and ways that numeracy teaching strategies can be applied to other areas of the curriculum
• Powerful pedagogical actions in mathematics (e.g. creating powerful learning environments, grouping practices, scaffolding learning, attending to literacy demands, promoting productive discourse and collaborative argumentation, questioning and prompting), selecting tasks and models that promote deep learning and knowing and using pedagogical knowledge.
• Current national, state, and territory initiatives in mathematics education, as well as professional bodies and organisations that support teacher professional learning in mathematics 

Learning and teaching strategy and rationale

Engagement for learning is the key driver in the delivery of this curriculum which is offered in on-campus mode. A range of teaching and learning strategies are employed to reflect contemporary mathematics and numeracy learning pedagogies as can be applied in early childhood and primary contexts. These include interactive learning experiences; student-led discussions and group work; directed hands-on learning activities; real-world problem-solving; and the integration of digital technologies as a pedagogical tool for accessing, sharing and learning in mathematics. These experiences are facilitated through lectures, seminars, tutorials and self-directed reading/activity guides and study resources. The on-campus learning experiences are supported by online learning strategies, including synchronous and/or asynchronous digital engagement in reading/library tasks, learning activities, and discussion forums as mediated through the Learning Management System unit site.

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, videos etc.

Technology Enhanced Learning

Technology use will be modelled by the teaching team to reflect the nature of technology in early childhood settings and primary schools. Student online platforms will include the Learning Management System, Online materials will be available in advance and as post-learning material. The announcements platform will serve as the main communication platform for all students. The use of forums will be made available if required. 

Face-to-face/Online Learning support

Students enrolled in both face-to-face and online learning modes are required to regularly log into the Learning Management System site to access recorded lectures and important announcements, to communicate with other students and lecturers, submit assessments and access feedback and grades. Students who are enrolled in either face-to-face or online learning will have equal access to support from the lecturer in charge and tutors.

Additional equipment requirements for online learning:

• Reliable broadband access is recommended.
• Headset with microphone to listen to podcasts, view videos and interact in synchronous classes.

ACU Online

This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, and application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.