EMM209 Mathematics: Content and Pedagogy (8)

This subject builds on the central concepts, modes of enquiry and content structure within the K-6 mathematics continuum, highlighting the role of mathematics in everyday situations, and the importance of home and community numeracy practices. Students explore the principles and practices underpinning the teaching of mathematics and develop an appreciation and deep understanding of current syllabus documents that will inform and guide their pedagogical practice. This subject also reinforces the function of 'real world' mathematics as a numerate and literate practice and the role and value of Information and Communication Technologies [ICT] as a pedagogical tool.


Session 2 (60)
On Campus
Bathurst Campus
Dubbo Campus
Wagga Wagga Campus
Session 3 (90)
Bathurst Campus

Continuing students should consult the SAL for current offering details: EMM209. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System



One session


School of Education

Subject Relationships

EMM418 Paired Subject

Incompatible Subjects


Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to explain the function of mathematics as a numerate and literate practice to meet the cognitive, social and aesthetic needs of children;
  • be able to apply pedagogical knowledge, informed by constructivist principles, research and current evidence-based practices associated with teaching and learning mathematics in developing learning activities and lessons for primary mathematics and justify their design with respect to pedagogical models and practices of primary mathematics;
  • be able to apply knowledge of current primary mathematics syllabus documents, including the general capabilities, in developing learning activities for primary mathematics;
  • be able to create and evaluate investigations and open problems applying the 'working mathematically' process;
  • be able to apply a range of strategies to cater for and engage primary children K-6 in mathematics, including the use of Information and Communication Technologies (ICT); and
  • be able to explain and interpret the place of primary mathematics in the K-12 continuum of learning.


This subject will cover the following topics:
  • Principles, research and current evidence-based practices associated with teaching and learning mathematics
  • The role and value of mathematics in the broader school curriculum and the development of students' literacy, digital literacy and numeracy capabilities in mathematics
  • Central ideas and common student misconceptions in Number and Algebra, and Statistics and Probability
  • Use and selection of digital technologies to support teaching and learning in mathematics/numeracy
  • NSW Mathematics K-10 Syllabus (2012), with specific emphasis on Early Stage 1 and Stages 1-3, including outcomes and content, syllabus elements, support materials and strategies for supporting students with special education needs in mathematics
  • The five components of thinking and working mathematically: communicating; problem solving; reasoning; understanding; and fluency in mathematics
  • Principles and practices for teaching: number & algebra; and statistics & probability
  • The place of Primary Mathematics in the continuum of learning across K-12, including a particular understanding of the links between prior to school learning and Early Stage 1, and Stage 3 and Stage 4
  • Awareness that all students have the ability to be literate and numerate individuals
  • The development of numeracy skills through the stages of primary schooling, including links to the National Numeracy Learning Progression
  • The pervasive nature of numeracy and its role in everyday situations and the importance of home and community numeracy practices
  • Planning, conducting and communicating results of mathematical investigations

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EMM209 in Session 3 2019. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Value %
Development of an investigation
Preparing an investigative inquiry learning plan
Weekly questions forum participation
Final exam

The information contained in the CSU Handbook was accurate at the date of publication: July 2020. The University reserves the right to vary the information at any time without notice.