EUB208 Primary Mathematics Curriculum Studies 2
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB208 |
|---|---|
| Equivalent(s): | CRB008 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,816 |
| International unit fee | $4,932 |
Unit Outline: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | EUB208 |
|---|---|
| Credit points: | 12 |
| Equivalent: | CRB008 |
| Coordinator: | Chrystal Whiteford | chrystal.whiteford@qut.edu.au |
Overview
As a future mathematics educator you will need to be aware of the mathematical opportunities in everyday encounters that will enhance children's mathematical proficiencies. Through your participation in this unit you will develop conceptual and pedagogical knowledge of mathematics education, with a focus on algebra, geometry, probability and statistics. This unit builds upon knowledge attained in EUB111 Primary Mathematics Curriculum Studies 1 and provides important foundational work for the proceeding unit, EUB307 Primary Mathematics Curriculum Studies 3.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss a range of resources (including ICT), that engage students with mathematics education.
- Explain the concepts, substance, and structure of mathematics to a variety of audiences drawing on academic and professional literature.
- Discuss strategies for quality differentiated teaching practices to meet the specific learning needs of students in primary school contexts.
- Plan for and adjust mathematics and numeracy teaching strategies in response to student needs.
- Communicate professionally with parents/carers to involve them in the educative process including via the use of appropriate digital technologies
Content
This unit builds on learning previously associated with EUB111 Primary Mathematics Curriculum Studies 1. It focuses on developing understanding of conceptual and pedagogical practices key to algebra, geometry, probability and statistics. The aim of this unit is to explore more deeply concepts that are foundational to understandings in mathematics education in primary contexts. You will explore a range of teaching processes that support the development of learning opportunities for primary aged children so that they can actively engage in problem solving and make meaning of their world from a mathematical perspective. Content and learning activities in this unit include:
- The pedagogical approaches that currently influence the field of mathematics education and the appropriate application of them;
- The concepts, skills and processes associated with teaching number, algebra, geometry, measurement, statistics and probability;
- Pedagogical approaches, explicit teaching of strategies, how to develop and deliver appropriately challenging recall practice, and inclusive practices for mathematics and numeracy education;
- Building of fluency, understanding, problem solving, and reasoning;
- Assessment strategies (informal and formative);
- Interpreting assessment data to evaluate student learning and considerations of how these can be used to inform modifications to teaching practice;
- Communicating mathematics to audiences including parents/caregivers using appropriate channels and digital technologies (including GenAI); and
- The importance of presenting all information required to complete these chunked tasks in one place and at one time, excluding information not directly related to the task, to reduce cognitive overload.
Some example activities you will participate in are:
Discussion with peers about the research base supporting explicit teaching, modelling and scaffolding practices, how to begin instruction with clear, chunked explanations and well-defined goals, the importance of presenting all necessary information at once to reduce cognitive overload, how to model new skills using worked examples followed by gradual removal of scaffolding, how to deliver appropriately challenging recall practice, and why independent problem-solving should only occur once students approach proficiency, and should not represent a large proportion of allocated teaching time across a learning sequence.
Discussion with peers about developing conceptual understanding of the six strands of mathematics and the proficiencies, the research showing numeracy’s importance across the curriculum, how to deliver explicit numeracy instruction with progressive scaffolding removal, and the role of independent problem-solving once students are proficient in underpinning mathematical concepts.
Discussion about and reflection of the research evidence that shows the role of numeracy as a foundational component of primary school aged children’s learning, thinking and engagement across the curriculum and beyond mathematics.
Goos et al., (2019) Numeracy Across the Curriculum: Research-Based Strategies for Enhancing Teaching and Learning will be used as a key resource to support the discussion of research evidence that underpins the content, learning activities, and reflective tasks outlined in this unit.
CC: 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.2.6, 2.5, 2.5.1, 2.5.2, 2.5.3
Learning Approaches
In this unit you will learn through engaging in the following:
- Workshops (online and/or face-to-face);
- Online self-directed learning;
- Personal research and readings; and
- Collaborative activities with peers.
Feedback on Learning and Assessment
You will gain feedback in this unit through participation in weekly workshops with academics and peers. You will receive written feedback on your summative assessment from teaching staff. Feedback to you is provided through opportunities for reflection, discussion and peer-feedback in workshops and in online activities.
Assessment
Overview
There are two assessment items in this unit:
1. Communication Artefact - this will provide you with an opportunity to practice the work of teachers in communicating with parents/carers around curriculum topics.
2. The timed online assessment - this requires you to apply your learning from this unit to a set of real world classroom-based scenarios.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Communication Artefact
You will generate a communication artefact using GenAI (for example, a newsletter) informing carers/parents on the important role mathematics plays in the lives of students in primary school and adapt it to be suitable for purpose. This task will provide you with the opportunity to demonstrate your understanding of a topic of mathematics (in an area of Algebra or Space), in accordance with literature, policy and curricula. Additionally, you will draw on the Australian Curriculum: Mathematics to explain the proficiencies of fluency, understanding, problem solving and reasoning. You will reference research that demonstrates numeracy is a fundamental component of learning, discourse, and critique across all areas of the curriculum and improves students’ understanding of and engagement with material within and beyond the mathematics curriculum. Furthermore, this task will assist the synthesis of your conceptual and pedagogical mathematics knowledge, as well as provide you with skills on how to engage carers/parents and the community.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
CC: 2.2.2, 2.2.4, 2.2.5, 2.2.6, 2.5, 2.5.1, 2.5.2, 2.5.3
Assessment: Examination
You will be presented with real world examples and be required to apply your understanding of primary mathematics education and your conceptual knowledge of Number, Algebra, Geometry, Measurement, Probability and Statistics. This will involve reasoning, problem solving and discussing ways to adjust teaching and learning in response to student needs.
CC: 2.2.2, 2.2.4, 2.2.5, 2.2.6, 2.5, 2.5.1, 2.5.3
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
- Physical, social and intellectual development and characteristics of students
Relates to: Communication Artefact - Understand how students learn
Relates to: Communication Artefact, Examination - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Communication Artefact - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Communication Artefact, Examination
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Communication Artefact, Examination - Literacy and numeracy strategies
Relates to: Communication Artefact, Examination
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Examination - Use teaching strategies
Relates to: Examination - Select and use resources
Relates to: Communication Artefact - Engage parents/carers in the educative process
Relates to: Communication Artefact
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Examination - Interpret student data
Relates to: Examination
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Communication Artefact
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, ULO4, Communication Artefact, Examination - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Communication Artefact, Examination - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Communication Artefact, Examination - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO4, Examination - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Communication Artefact
Unit Outline: Semester 1 2026, Online
| Unit code: | EUB208 |
|---|---|
| Credit points: | 12 |
| Equivalent: | CRB008 |
Overview
As a future mathematics educator you will need to be aware of the mathematical opportunities in everyday encounters that will enhance children's mathematical proficiencies. Through your participation in this unit you will develop conceptual and pedagogical knowledge of mathematics education, with a focus on algebra, geometry, probability and statistics. This unit builds upon knowledge attained in EUB111 Primary Mathematics Curriculum Studies 1 and provides important foundational work for the proceeding unit, EUB307 Primary Mathematics Curriculum Studies 3.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss a range of resources (including ICT), that engage students with mathematics education.
- Explain the concepts, substance, and structure of mathematics to a variety of audiences drawing on academic and professional literature.
- Discuss strategies for quality differentiated teaching practices to meet the specific learning needs of students in primary school contexts.
- Plan for and adjust mathematics and numeracy teaching strategies in response to student needs.
- Communicate professionally with parents/carers to involve them in the educative process including via the use of appropriate digital technologies
Content
This unit builds on learning previously associated with EUB111 Primary Mathematics Curriculum Studies 1. It focuses on developing understanding of conceptual and pedagogical practices key to algebra, geometry, probability and statistics. The aim of this unit is to explore more deeply concepts that are foundational to understandings in mathematics education in primary contexts. You will explore a range of teaching processes that support the development of learning opportunities for primary aged children so that they can actively engage in problem solving and make meaning of their world from a mathematical perspective. Content and learning activities in this unit include:
- The pedagogical approaches that currently influence the field of mathematics education and the appropriate application of them;
- The concepts, skills and processes associated with teaching number, algebra, geometry, measurement, statistics and probability;
- Pedagogical approaches, explicit teaching of strategies, how to develop and deliver appropriately challenging recall practice, and inclusive practices for mathematics and numeracy education;
- Building of fluency, understanding, problem solving, and reasoning;
- Assessment strategies (informal and formative);
- Interpreting assessment data to evaluate student learning and considerations of how these can be used to inform modifications to teaching practice;
- Communicating mathematics to audiences including parents/caregivers using appropriate channels and digital technologies (including GenAI); and
- The importance of presenting all information required to complete these chunked tasks in one place and at one time, excluding information not directly related to the task, to reduce cognitive overload.
Some example activities you will participate in are:
Discussion with peers about the research base supporting explicit teaching, modelling and scaffolding practices, how to begin instruction with clear, chunked explanations and well-defined goals, the importance of presenting all necessary information at once to reduce cognitive overload, how to model new skills using worked examples followed by gradual removal of scaffolding, how to deliver appropriately challenging recall practice, and why independent problem-solving should only occur once students approach proficiency, and should not represent a large proportion of allocated teaching time across a learning sequence.
Discussion with peers about developing conceptual understanding of the six strands of mathematics and the proficiencies, the research showing numeracy’s importance across the curriculum, how to deliver explicit numeracy instruction with progressive scaffolding removal, and the role of independent problem-solving once students are proficient in underpinning mathematical concepts.
Discussion about and reflection of the research evidence that shows the role of numeracy as a foundational component of primary school aged children’s learning, thinking and engagement across the curriculum and beyond mathematics.
Goos et al., (2019) Numeracy Across the Curriculum: Research-Based Strategies for Enhancing Teaching and Learning will be used as a key resource to support the discussion of research evidence that underpins the content, learning activities, and reflective tasks outlined in this unit.
CC: 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.2.6, 2.5, 2.5.1, 2.5.2, 2.5.3
Learning Approaches
In this unit you will learn through engaging in the following:
- Workshops (online and/or face-to-face);
- Online self-directed learning;
- Personal research and readings; and
- Collaborative activities with peers.
Feedback on Learning and Assessment
You will gain feedback in this unit through participation in weekly workshops with academics and peers. You will receive written feedback on your summative assessment from teaching staff. Feedback to you is provided through opportunities for reflection, discussion and peer-feedback in workshops and in online activities.
Assessment
Overview
There are two assessment items in this unit:
1. Communication Artefact - this will provide you with an opportunity to practice the work of teachers in communicating with parents/carers around curriculum topics.
2. The timed online assessment - this requires you to apply your learning from this unit to a set of real world classroom-based scenarios.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Communication Artefact
You will generate a communication artefact using GenAI (for example, a newsletter) informing carers/parents on the important role mathematics plays in the lives of students in primary school and adapt it to be suitable for purpose. This task will provide you with the opportunity to demonstrate your understanding of a topic of mathematics (in an area of Algebra or Space), in accordance with literature, policy and curricula. Additionally, you will draw on the Australian Curriculum: Mathematics to explain the proficiencies of fluency, understanding, problem solving and reasoning. You will reference research that demonstrates numeracy is a fundamental component of learning, discourse, and critique across all areas of the curriculum and improves students’ understanding of and engagement with material within and beyond the mathematics curriculum. Furthermore, this task will assist the synthesis of your conceptual and pedagogical mathematics knowledge, as well as provide you with skills on how to engage carers/parents and the community.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
CC: 2.2.2, 2.2.4, 2.2.5, 2.2.6, 2.5, 2.5.1, 2.5.2, 2.5.3
Assessment: Examination
You will be presented with real world examples and be required to apply your understanding of primary mathematics education and your conceptual knowledge of Number, Algebra, Geometry, Measurement, Probability and Statistics. This will involve reasoning, problem solving and discussing ways to adjust teaching and learning in response to student needs.
CC: 2.2.2, 2.2.4, 2.2.5, 2.2.6, 2.5, 2.5.1, 2.5.3
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
- Physical, social and intellectual development and characteristics of students
Relates to: Communication Artefact - Understand how students learn
Relates to: Communication Artefact, Examination - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Communication Artefact - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Communication Artefact, Examination
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Communication Artefact, Examination - Literacy and numeracy strategies
Relates to: Communication Artefact, Examination
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Examination - Use teaching strategies
Relates to: Examination - Select and use resources
Relates to: Communication Artefact - Engage parents/carers in the educative process
Relates to: Communication Artefact
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Examination - Interpret student data
Relates to: Examination
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Communication Artefact
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, ULO4, Communication Artefact, Examination - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Communication Artefact, Examination - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Communication Artefact, Examination - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO4, Examination - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Communication Artefact