Faculty of Education

Postgraduate - Unit

This unit entry is for students who completed this unit in 2013 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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12 points, SCA Band 1, 0.250 EFTSL

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FacultyFaculty of Education


This unit focuses on the role and nature of mathematics in schools and develops in students a critical understanding of the societal and cultural diversity that surrounds and informs teaching. It investigates how numeracy is explicit and implicit in the creation of an inclusive curriculum and the impact of international testing of numeracy/mathematics teaching.
Students develop knowledge, skills and attitudes about teaching and learning in school mathematics, informed by educational research and policy, both locally and internationally. They examine how mathematical learning might be facilitated by the appropriate harnessing of learning technologies and calculators, and the impact of affective (eg motivation and engagement) and sociocultural (eg socioeconomic status, ethnicity) factors.
This unit addresses current understandings and practices related to differentiated curricula that engage students with diverse intellectual, emotional and social abilities. It also examines the cognitive mechanisms that relate to learning disabilities, and to gifted/talented learning. Students also further develop the personal numeracy required to critically engage with data about schooling and education.


Upon successful completion of the unit, students should be able to:

  1. extend their understanding of key concepts in primary school mathematics and numeracy teaching, including the difference between numeracy and mathematics
  2. understand the diversity that surrounds and embeds teaching and learning in educational settings and demonstrate how this is linked to student motivation, engagement and achievement
  3. examine personal assumptions about teaching and learning, reflecting upon contemporary discussions in the research, professional and societal communities
  4. plan for effective teaching that supports children's learning
  5. assess authentically, efficiently and effectively children's mathematics and numeracy learning using a range of techniques
  6. use and integrate learning technologies (including calculators, interactive whiteboards and tablets) in teaching
  7. demonstrate an awareness and understanding of the relationship between teacher attitudes and beliefs and how they influence student engagement
  8. describe key principles of an inclusive approach to teaching and learning and how these relate to mathematics and numeracy across the curriculum
  9. develop personal numeracy and statistical literacy


Assessment task 1: Annotated bibliography (2000 words, 25%)
Assessment task 2: Lesson planning task (2000 words, 25%)
Assessment task 3: Annotated bibliography (2000 words, 25%)
Assessment task 4: Lesson planning task (2000 words, 25%)

Contact hours

Contact: equivalent to an average of 2 hours per week; Self-directed study: approx 10 hours per week.


EDF5713 Mathematics, numeracy and learner engagement A and EDF5714 Mathematics, numeracy and learner engagement B