EMM503 Mathematics in the Primary Years (8)

This subject consolidates the central concepts, modes of enquiry and structure of the content of mathematics and explicitly connects these ideas to the models of pedagogy for teaching and assessing mathematics. There is also a strong emphasis on: ways of differentiating curriculum to meet the diverse needs of learners in the mathematics classroom; the role and value of mathematics in the broader school curriculum; and the relationship between mathematics, numeracy and literacy.

Availability

Session 1 (30)
Online
Wagga Wagga Campus
Session 2 (60)
Online
Wagga Wagga Campus
Session 3 (90)
Online
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EMM503. 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

HD/FL

Duration

One session

School

School of Education

Enrolment Restrictions

This subject is only available to students enrolled in the Master of Teaching (Primary) course.

This subject is not available to students who have completed EMM410.

Assumed Knowledge

EMM209 or EMM418

Subject Relationships

EMM410 Paired Subject

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to analyse various models of pedagogy for teaching and assessing mathematics as they relate to teaching for diversity in the mathematics classroom;
  • be able to apply strategies for differentiating teaching, learning and assessment in a lesson sequence to meet the diverse needs of learners in the mathematics classroom;
  • 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 to support students with a range of abilities to access the Primary Mathematics curriculum and demonstrate achievement;
  • 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 authentically assess student achievement by designing meaningful, stage appropriate tasks, which provide evidence that accurately represents a student's knowledge, understanding and skills;
  • be able to prepare and apply standards-referenced marking criteria and meaningfully report learner achievement to key stakeholders; and
  • be able to reflect on and justify practice using educational literature and research.

Syllabus

This subject will cover the following topics:
  • What constitutes an effective pedagogical framework in mathematics?
  • 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.
  • Learning across the Curriculum - cross-curriculum priorities and general capabilities in primary mathematics, including literacy, digital literacy, numeracy, Indigenous cultural competence, global citizenship, sustainable practices and ethics.
  • Models of pedagogy, practices and strategies for teaching and assessing mathematics.
  • The five components of working mathematically: communicating, problem solving, reasoning, understanding and fluency in mathematics.
  • Embedding Aboriginal and Torres Strait Islander histories and cultures in Primary Mathematics.
  • Principles and practices for teaching measurement and geometry.
  • Central ideas in mathematics and common student misconceptions in measurement and geometry.
  • Planning, conducting and communicating results of mathematical processes.
  • Differentiating for diverse learners, supporting students with a range of abilities and backgrounds to access the Primary Mathematics curriculum and demonstrate achievement.
  • Integrating mathematics across key learning areas.
  • Exploring relationships between mathematics, numeracy and literacy.
  • Planning for teaching and learning in primary mathematics - developing learning sequences and lessons.
  • Authentic assessment requirements and standards-referenced marking criteria for primary mathematics.

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

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