EUB111 Primary Mathematics Curriculum Studies 1

Unit Outline: Semester 1 2026, Kelvin Grove, Internal

Overview

This unit aims to assist you with developing your knowledge, skills and understanding of primary mathematics curriculum and pedagogical context knowledge as well as its application to real-world contexts to enhance a numerate society. The foundations of mathematics commence in early childhood through play and are developed in later years through schooling and active participation in society. In this unit, specific content includes the exploration of number and measurement, and the role of numeracy in daily life including your own lives, in society, and in educational contexts.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Discuss and demonstrate mathematics content and pedagogical content knowledge.
2. Relate mathematics education research to teaching and learning contexts.
3. Demonstrate strategies that support diverse learners to engage in mathematics.
4. Create innovative mathematics resources.

Content

Learning Approaches

In this unit you will learn by engaging in multi-sensory and multi-representational approaches during workshops. You will be provided with pre-recorded lecture materials that you will need to engage with prior to workshops. There are post-workshop activities for you to consolidate your learning.

In workshops you will be participating in learning experiences that directly prepare you for assessment task 1. You will also gain experience with a variety of mathematical education resources - this will prepare you for developing your own teaching resource in assessment task 2.

Resources that support the unit, including all unit readings, presentations, workshop tasks and website resources, will be available online.

Feedback on Learning and Assessment

Assessment is both formative and summative. Formative assessment is provided through feedback in workshops and in completion of the self-diagnostic questions. Feedback is also provided on summative assessments. Literacy and numeracy standards as required by the professional standards are an inherent requirement of this unit.

Assessment

Overview

There are two assessment items in this unit:

1. Designing learning activities to address mathematical misconceptions - Self-diagnostic questions will be used as a formative assessment tool to evaluate your understanding of mathematical content knowledge and to identify any underlying misconceptions. The insights gained from this process will serve as a foundation for your summative assessment response, in which you will develop a sequenced set of learning activities, informed by relevant mathematics education literature, to address and remediate the identified misconceptions.

2. Teaching Resource - Create a short stimulus video designed to engage students prior to introducing a mathematical concept and develop a teacher implementation plan that demonstrates how the resource can be integrated into classroom practice. The plan should include links to current curriculum content and be informed by relevant mathematics education literature and pedagogy.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Designing learning activities to address mathematical misconceptions

You will complete a self-diagnostic assessment covering topics specified in the assignment details. Based on your results and the feedback provided, identify any misconceptions, select one key misconception to focus on, and design a sequence of three coherent learning activities as part of your summative response.

You are required to articulate the selected misconception using relevant mathematics education literature to demonstrate your understanding of mathematical pedagogical content knowledge and to justify the proposed focus for future learning. Identify the appropriate year level and content description from the current ACARA Mathematics curriculum that aligns with your chosen misconception, and develop a sequence of learning activities that draws on evidence-based pedagogical approaches in mathematics education. Where appropriate, the final activity in the sequence should promote independent problem-solving to reflect students’ developing proficiency.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Teaching Resource

You will produce a short stimulus video designed to engage students at the beginning of a mathematics lesson and introduce a specific mathematical concept. The video should demonstrate creative and authentic approaches to teaching and learning mathematics across a range of contexts. It should reflect strong mathematical pedagogical content knowledge and incorporate strategies that support the engagement of diverse learners.

You will also develop an accompanying teacher implementation plan that includes clear links to the ACARA curriculum and relevant content descriptions. The plan should explain how the video can be effectively integrated into classroom practice, drawing on mathematics education literature to justify your pedagogical decisions and the strategies used.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

Australian Professional Standards for Teachers

1 Professional Knowledge: Know students and how they learn

1. Understand how students learn
   Relates to: Designing learning activities to address mathematical misconceptions, Teaching Resource
2. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
   Relates to: Designing learning activities to address mathematical misconceptions, Teaching Resource
3. Differentiate teaching to meet the specific learning needs of students across the full range of abilities
   Relates to: Designing learning activities to address mathematical misconceptions, Teaching Resource

2 Professional Knowledge: Know the content and how to teach it

1. Content and teaching strategies of the teaching area
   Relates to: Designing learning activities to address mathematical misconceptions, Teaching Resource
2. Content selection and organisation
   Relates to: Designing learning activities to address mathematical misconceptions, Teaching Resource
3. Curriculum, assessment and reporting
   Relates to: Designing learning activities to address mathematical misconceptions, Teaching Resource
4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
   Relates to: Designing learning activities to address mathematical misconceptions, Teaching Resource
5. Literacy and numeracy strategies
   Relates to: Designing learning activities to address mathematical misconceptions, Teaching Resource
6. Information and Communication Technology (ICT)
   Relates to: Teaching Resource

3 Professional Practice: Plan for and implement effective teaching and learning

1. Establish challenging learning goals
   Relates to: Teaching Resource
2. Plan, structure and sequence learning programs
   Relates to: Teaching Resource
3. Use teaching strategies
   Relates to: Teaching Resource
4. Select and use resources
   Relates to: Teaching Resource

4 Professional Practice: Create and maintain supportive and safe learning environments

1. Support student participation
   Relates to: Designing learning activities to address mathematical misconceptions, Teaching Resource

5 Professional Practice: Assess, provide feedback and report on student learning

1. Assess student learning
   Relates to: Designing learning activities to address mathematical misconceptions, Teaching Resource

Course Learning Outcomes

ED49 Bachelor of Education (Primary)

1. Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, ULO3, ULO4, Designing learning activities to address mathematical misconceptions, Teaching Resource
2. Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
   Relates to: ULO2, Designing learning activities to address mathematical misconceptions, Teaching Resource
3. Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
   Relates to: ULO3, Teaching Resource
4. Innovative: Create innovative future-focused learning.
   Relates to: ULO4, Teaching Resource
5. Reflective: Reframe challenges into opportunities for capacity building and learning.
   Relates to: ULO3