James Cook University Subject Handbook - 2024

ED5962 - Mathematics Education for Primary Teachers

Limited to students enrolled in the Master of Teaching and Learning (Primary).

Subject Description

The subject develops graduate student teachers towards the Graduate Teacher Australian Professional Standard requirements in the context of teaching mathematics to primary schools children from diverse backgrounds. Upon completion of this subject, through the professional knowledge acquired and professional practice experiences provided, graduate student teachers will develop mathematical and pedagogical content knowledge, an appreciation of ICT tools to facilitate and showcase learning and behavioural vs. constructivist approaches to teaching primary aged children. This means GSTs will develop and demonstrate thorough understanding of a range of mathematical pedagogies that are informed by research and support contemporary approaches to children's learning, especially demonstrating how to use evidence gathered from students to inform pedagogical decision making through differentiated instruction. GSTs will develop dispositions as reflective practitioners, able to plan sequences of lessons, implement and evaluate current national and state curriculum frameworks and policies in mathematics education and competencies to effectively and equitably teach mathematics to primary aged children from diverse backgrounds. Collegial, collaborative and reflective practices are encouraged, modelled and practiced in this subject.

Learning Outcomes

• demonstrate expert, specialised cognitive and technical skills to plan for the integration of mathematical learning across all curriculum areas, and address issues of access and equity in teaching mathematics
• demonstrate understanding and application of the content and characteristics of mathematics curricula for primary aged children
• design, implement and evaluate curriculum, assessment, and differentiated learning opportunities for all students, including those from diverse cultural, linguistic and socio-economic backgrounds and with specific learning needs
• model dispositions necessary to evaluate various teaching methods, materials and media as they relate to primary children's learning
• articulate pedagogy for primary children from diverse backgrounds in learning mathematics and ICT tools to facilitate and showcase learning

Subject Assessment

• Written > Action plan - (25%) - Individual
• Written > Learning plan - (50%) - Individual
• Written > Lesson plan 1 - (25%) - Individual

Note that minor variations might occur due to the continuous subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.

Assumed Knowledge:  Numeracy Mastery as established in ED5916. Knowledge of Learners and Learning as established in ED5950. Teaching for Diversity as established in ED5960.

Availabilities