EUN107 Mathematics and Numeracy 1
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: | EUN107 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 2 2026, Kelvin Grove, Internal
| Unit code: | EUN107 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Chrystal Whiteford | chrystal.whiteford@qut.edu.au |
Overview
The development of mathematics knowledge, skills and applications across a wide range of situations is critical for your development as an early childhood or primary teacher. Mathematics knowledge and skills are included in your course because you will develop theoretical and practical knowledge to support learners as they learn to become numerate. This unit provides you with the foundations of the Australian Curriculum: Mathematics - Number and Measurement strands. Dispositions for learning in early numeracy is explored in the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline. You will develop your confidence and capacity to teach Number and Measurement and their interconnections with other curriculum areas, educational contexts and wider society.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply understanding of mathematics content, pedagogical content knowledge, curriculum and teaching strategies to plan a sequence of learning experiences (CLO1).
- Justify teaching and learning decisions based on mathematical education theory and research (CLO2).
- Identify strategies, including the safe and ethical use of ICTs, to support inclusive student participation and engagement in mathematics tasks (CLO3).
- Design an innovative numeracy resource that can be included in an engaging learning experience (CLO4).
Content
Content and learning activities in this unit include:The development of Number and Measurement concepts and their application in play based learning experiences and across prior-to-school and school curriculum
- The development of the proficiencies of fluency, understanding, problem solving and reasoning
- Beginning processes, with a particular focus on number and measurement
- The development of conceptual understanding of operations, patterns and measurement
- Teaching strategies for using ICTs to expand learning and ways to support children's safe, responsible and ethical use of them
- Cross-cultural understanding of mathematics, for example, Aboriginal and Torres Strait Islander perspectives.
- Key features of lesson plans and learning sequences organised and aligned with content, assessment and curriculum
- Designing and developing tasks within a lesson and learning sequences to become increasingly challenging and building in ways to adjust practice in response to learner progression including ample opportunities to practise in a lesson or sequence of lessons.
- Effective teaching of numeracy and strategies to develop numeracy in real-world contexts
- Explicit teaching, modelling and scaffolding, including spacing and retrieving practice, recall practice and modelling with 'worked examples', and the evidence for this
- How learners solve problems and draw on knowledge to learn and progress towards mastery e.g., why independent problem-solving is only effective once a student approaches proficiency (i.e. after ample opportunities to practise progressively challenging tasks) and why independent problem-solving should not represent a large proportion of teaching and learning time.
- Supporting learners towards independent problem-solving
Some example activities you will participate in are:
Discussion with peers about the process that occurs in a novice brain during progression towards mastery, including how the brain applies attained knowledge to solve problems by accessing memory or combining and re-combining memory to generate possible solutions. This also includes why teaching practices must adapt as a student’s familiarity with the knowledge of a subject increases, when to move from scaffolded to independent practice, and how to develop and use worked examples for students unfamiliar with a subject, followed by more challenging problem-solving activities as students become more familiar.
Discussion with peers about the key features of coherent and deliberate planning and sequencing of tasks and lessons, including curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, the common progression of learning in a subject area, the critical curriculum knowledge needed for students to progress, and how to incorporate spacing and retrieval practice to help students consolidate learning in long-term memory.
Discussion with peers about the research base supporting explicit teaching, modelling and scaffolding practices, how to model new skills using worked examples followed by gradual removal of scaffolding, and how to deliver appropriately challenging recall practice. This includes discussion of the literature: Doabler, C. T., & Fien, H. (2013). Explicit mathematics instruction: What teachers can do for teaching students with mathematics difficulties. Intervention in School and Clinic, 48(5), 276-285.
Discussion with peers about developing conceptual understanding of the Number and Measurement strands of mathematics and the four proficiencies, and the role of independent problem-solving once students are proficient in underpinning mathematical concepts.
CC: 1.3, 1.3.1, 1.3.2, 1.3.3, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.4, 2.2.5, 2.5, 2.5.1, 2.5.4
Learning Approaches
This unit engages you in your learning through innovative multi-sensory and multi-representational approaches to teaching and learning. You will develop your critical knowledge of the mathematics education field and have opportunities to apply your knowledge and skills during workshops and professional experience. In this unit you will undergo pre and post testing to assess your own mathematical knowledge and skills. The content and organisation is designed for you to keep track of your progress in the unit and the course, and for you to gather evidence of meeting unit and course outcomes.
A blended learning approach will be adopted in this unit and includes a combination of lectures and workshops to teach the content offered in this unit. Online teaching and learning will provide a blend of theory and practice that will be work-shopped in weekly sessions. Resources that support the unit, including all unit readings, presentations, workshop tasks and website resources, will be available online through Canvas.
Feedback on Learning and Assessment
Feedback in this unit will be provided in the following ways:
- during group and whole class discussions in workshops
- comments on summative assessment in addition to criteria sheets.
Assessment
Overview
Assessment is both formative and summative. Formative assessment is provided through feedback in workshop sessions and in the progressive completion of the assessment tasks for the portfolio.
Literacy and numeracy standards as required by the professional are an inherent requirement of this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Teaching resource
You will create a short film through a digital medium suitable for use as an engaging numeracy teaching resource.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 4
APST:1.5, 2.1, 2.2, 2.3, 2.5
Assessment: Learning sequence
A plan for a series of three lessons/learning experiences focusing on a Number/Measurement topic.
Your plan will incorporate:
- planning and sequencing of content and tasks to become increasingly challenging
- explicit teaching, modelling and scaffolding practices
- alignment with curriculum, content, assessment and reporting standards
- effective numeracy and mathematics teaching strategies
- ways to adjust practice in response to learner progression towards mastery
- strategies for the use of ICTs for learning and consider ways to support children's safe, responsible and ethical use of ICTs.
Early childhood pre-service teachers (EU30) to complete this task for a prior-to-school context. Primary pre-service teachers (EU40) to complete this task for a primary school context.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3
APST: 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5
CC: 1.3, 2.1, 2.2, 2.5
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.
Resources
A collection of journal articles available on QUT Readings.
Department of Education and Training. Advancing education: An action plan for education in Queensland, #codingcounts.
ACARA website
Early Years Learning Framework
Queensland Kindergarten Learning Guidelines
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit. Workplace health and safety protocols in the use of computers 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
- Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Teaching resource, Learning sequence
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Teaching resource, Learning sequence - Content selection and organisation
Relates to: Teaching resource, Learning sequence - Curriculum, assessment and reporting
Relates to: Teaching resource, Learning sequence - Literacy and numeracy strategies
Relates to: Teaching resource, Learning sequence - Information and Communication Technology (ICT)
Relates to: Learning sequence
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Learning sequence - Plan, structure and sequence learning programs
Relates to: Learning sequence - Use teaching strategies
Relates to: Learning sequence - Select and use resources
Relates to: Learning sequence
4 Professional Practice: Create and maintain supportive and safe learning environments
- Use ICT safely, responsibly and ethically
Relates to: Learning sequence
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Teaching resource, Learning sequence - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Teaching resource, Learning sequence - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Learning sequence - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Teaching resource
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Teaching resource, Learning sequence - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Teaching resource, Learning sequence - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Learning sequence - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Teaching resource
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN107 |
|---|---|
| Credit points: | 12 |
Overview
The development of mathematics knowledge, skills and applications across a wide range of situations is critical for your development as an early childhood or primary teacher. Mathematics knowledge and skills are included in your course because you will develop theoretical and practical knowledge to support learners as they learn to become numerate. This unit provides you with the foundations of the Australian Curriculum: Mathematics - Number and Measurement strands. Dispositions for learning in early numeracy is explored in the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline. You will develop your confidence and capacity to teach Number and Measurement and their interconnections with other curriculum areas, educational contexts and wider society.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply understanding of mathematics content, pedagogical content knowledge, curriculum and teaching strategies to plan a sequence of learning experiences (CLO1).
- Justify teaching and learning decisions based on mathematical education theory and research (CLO2).
- Identify strategies, including the safe and ethical use of ICTs, to support inclusive student participation and engagement in mathematics tasks (CLO3).
- Design an innovative numeracy resource that can be included in an engaging learning experience (CLO4).
Content
Content and learning activities in this unit include:The development of Number and Measurement concepts and their application in play based learning experiences and across prior-to-school and school curriculum
- The development of the proficiencies of fluency, understanding, problem solving and reasoning
- Beginning processes, with a particular focus on number and measurement
- The development of conceptual understanding of operations, patterns and measurement
- Teaching strategies for using ICTs to expand learning and ways to support children's safe, responsible and ethical use of them
- Cross-cultural understanding of mathematics, for example, Aboriginal and Torres Strait Islander perspectives.
- Key features of lesson plans and learning sequences organised and aligned with content, assessment and curriculum
- Designing and developing tasks within a lesson and learning sequences to become increasingly challenging and building in ways to adjust practice in response to learner progression including ample opportunities to practise in a lesson or sequence of lessons.
- Effective teaching of numeracy and strategies to develop numeracy in real-world contexts
- Explicit teaching, modelling and scaffolding, including spacing and retrieving practice, recall practice and modelling with 'worked examples', and the evidence for this
- How learners solve problems and draw on knowledge to learn and progress towards mastery e.g., why independent problem-solving is only effective once a student approaches proficiency (i.e. after ample opportunities to practise progressively challenging tasks) and why independent problem-solving should not represent a large proportion of teaching and learning time.
- Supporting learners towards independent problem-solving
Some example activities you will participate in are:
Discussion with peers about the process that occurs in a novice brain during progression towards mastery, including how the brain applies attained knowledge to solve problems by accessing memory or combining and re-combining memory to generate possible solutions. This also includes why teaching practices must adapt as a student’s familiarity with the knowledge of a subject increases, when to move from scaffolded to independent practice, and how to develop and use worked examples for students unfamiliar with a subject, followed by more challenging problem-solving activities as students become more familiar.
Discussion with peers about the key features of coherent and deliberate planning and sequencing of tasks and lessons, including curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, the common progression of learning in a subject area, the critical curriculum knowledge needed for students to progress, and how to incorporate spacing and retrieval practice to help students consolidate learning in long-term memory.
Discussion with peers about the research base supporting explicit teaching, modelling and scaffolding practices, how to model new skills using worked examples followed by gradual removal of scaffolding, and how to deliver appropriately challenging recall practice. This includes discussion of the literature: Doabler, C. T., & Fien, H. (2013). Explicit mathematics instruction: What teachers can do for teaching students with mathematics difficulties. Intervention in School and Clinic, 48(5), 276-285.
Discussion with peers about developing conceptual understanding of the Number and Measurement strands of mathematics and the four proficiencies, and the role of independent problem-solving once students are proficient in underpinning mathematical concepts.
CC: 1.3, 1.3.1, 1.3.2, 1.3.3, 2.1, 2.1.1, 2.1.2, 2.1.3, 2.2, 2.2.1, 2.2.4, 2.2.5, 2.5, 2.5.1, 2.5.4
Learning Approaches
This unit engages you in your learning through innovative multi-sensory and multi-representational approaches to teaching and learning. You will develop your critical knowledge of the mathematics education field and have opportunities to apply your knowledge and skills during workshops and professional experience. In this unit you will undergo pre and post testing to assess your own mathematical knowledge and skills. The content and organisation is designed for you to keep track of your progress in the unit and the course, and for you to gather evidence of meeting unit and course outcomes.
A blended learning approach will be adopted in this unit and includes a combination of lectures and workshops to teach the content offered in this unit. Online teaching and learning will provide a blend of theory and practice that will be work-shopped in weekly sessions. Resources that support the unit, including all unit readings, presentations, workshop tasks and website resources, will be available online through Canvas.
Feedback on Learning and Assessment
Feedback in this unit will be provided in the following ways:
- during group and whole class discussions in workshops
- comments on summative assessment in addition to criteria sheets.
Assessment
Overview
Assessment is both formative and summative. Formative assessment is provided through feedback in workshop sessions and in the progressive completion of the assessment tasks for the portfolio.
Literacy and numeracy standards as required by the professional are an inherent requirement of this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Teaching resource
You will create a short film through a digital medium suitable for use as an engaging numeracy teaching resource.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 4
APST:1.5, 2.1, 2.2, 2.3, 2.5
Assessment: Learning sequence
A plan for a series of three lessons/learning experiences focusing on a Number/Measurement topic.
Your plan will incorporate:
- planning and sequencing of content and tasks to become increasingly challenging
- explicit teaching, modelling and scaffolding practices
- alignment with curriculum, content, assessment and reporting standards
- effective numeracy and mathematics teaching strategies
- ways to adjust practice in response to learner progression towards mastery
- strategies for the use of ICTs for learning and consider ways to support children's safe, responsible and ethical use of ICTs.
Early childhood pre-service teachers (EU30) to complete this task for a prior-to-school context. Primary pre-service teachers (EU40) to complete this task for a primary school context.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3
APST: 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5
CC: 1.3, 2.1, 2.2, 2.5
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.
Resources
A collection of journal articles available on QUT Readings.
Department of Education and Training. Advancing education: An action plan for education in Queensland, #codingcounts.
ACARA website
Early Years Learning Framework
Queensland Kindergarten Learning Guidelines
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit. Workplace health and safety protocols in the use of computers 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
- Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Teaching resource, Learning sequence
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Teaching resource, Learning sequence - Content selection and organisation
Relates to: Teaching resource, Learning sequence - Curriculum, assessment and reporting
Relates to: Teaching resource, Learning sequence - Literacy and numeracy strategies
Relates to: Teaching resource, Learning sequence - Information and Communication Technology (ICT)
Relates to: Learning sequence
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Learning sequence - Plan, structure and sequence learning programs
Relates to: Learning sequence - Use teaching strategies
Relates to: Learning sequence - Select and use resources
Relates to: Learning sequence
4 Professional Practice: Create and maintain supportive and safe learning environments
- Use ICT safely, responsibly and ethically
Relates to: Learning sequence
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Teaching resource, Learning sequence - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Teaching resource, Learning sequence - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Learning sequence - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Teaching resource
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Teaching resource, Learning sequence - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Teaching resource, Learning sequence - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Learning sequence - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Teaching resource