TEAC 7065 Leading Mathematics in the Primary School

Credit Points 10

Legacy Code 102323

Coordinator Catherine Attard Opens in new window

Description This unit provides an in-depth exploration of the required mathematics knowledge for primary teaching and for leading other teachers in their professional learning. Students will explore and further develop their pedagogical content knowledge, applying it to the primary mathematics curriculum. They will develop a deep understanding of specific mathematical content, the ways in which children learn that content and appropriate, research based pedagogies.

School Education

Student Contribution Band HECS Band 1 10cp

Check your HECS Band contribution amount via the Fees page.

Level Postgraduate Coursework Level 7 subject

Restrictions

Students must be enrolled in 1809 Graduate Certificate in Primary Mathematics or 1830 Graduate Certificate in Primary Mathematics Education

Assumed Knowledge

Students must have either completed all core mathematics subjects of the MTeach (Primary) program at Western Sydney University, or be a fully qualified primary teacher.

Learning Outcomes

On successful completion of this subject, students should be able to:

  1. Explain the essential components of pedagogical content knowledge as it relates to the teaching of primary mathematics
  2. Examine learning theory relating to primary mathematics
  3. Apply mathematical ideas to the Pedagogical Content Knowledge domains map for mathematical knowledge for teaching
  4. Demonstrate pedagogical content knowledge across the primary mathematics curriculum by aligning specific mathematical concepts to curriculum, content and pedagogical practices
  5. Formulate a whole-school approach to teaching mathematics
  6. Design professional learning resources based on specific mathematical concepts or ideas

Subject Content

1. Knowledge for mathematics education leadership
2. Pedagogical Content Knowledge domains for primary mathematics teachers
3. Effective pedagogy in mathematics
4. Programming and planning across the primary school
5. Understanding and addressing mathematics anxiety
6. Beliefs and identity in mathematics
7. Leading change in mathematic pedagogy
8. Effective strategies for in situ professional development and mathematics

Assessment

The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.

Item Length Percent Threshold Individual/Group Task
Select an issue relating to mathematics teaching and learning in your professional context and design a plan of action to address this. 3,000 words 50 N Individual
Design and produce a professional learning resource based on one mathematical concept that promotes a whole-school approach Presentation (20 minute) with accompanying resource (1,000 words) 50 N Individual

Prescribed Texts

  • Donaldson, G., Field, J. Harries, D., Tope, C., & Taylor, H. (2012). Becoming a primary mathematics specialist teacher. Abingdon, London: Routledge

Teaching Periods

2022 Semester 1

Online

Online

Subject Contact Catherine Attard Opens in new window

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