Unit rationale, description and aim
Junior secondary Mathematics provides foundational conceptual knowledge and proficiency in number, algebra, measurement, geometry, statistics and probability. Preservice teachers therefore require deep understanding of the Years 7–10 Mathematics curriculum, including its structure, content and proficiency strands and underpinning learning progressions. This unit strengthens preservice teachers’ capacity to teach Mathematics through evidence informed approaches that emphasise conceptual understanding, fluency, mathematical reasoning, problem-solving and modelling. It also supports preservice teachers to address the diverse learning needs of students, including those requiring targeted intervention or extension.
Through inquiry, modelling and collaborative learning, preservice teachers critically engage with the Australian Curriculum: Mathematics and jurisdictional documentation. Workshops and online modules introduce evidence-based pedagogies for developing mathematical thinking, including explicit instruction, worked examples, multiple representations, mathematical talk, and structured problem-solving. Preservice teachers analyse curriculum materials, examine common student misconceptions, apply diagnostic and formative assessment strategies, and plan mathematically coherent lesson sequences. They also evaluate mathematical tasks, digital tools and resources that support conceptual development, reasoning and differentiation across the range of learners in Years 7–10.
The aim of this unit is to develop preservice teachers’ curriculum knowledge, pedagogical content knowledge and assessment capability for effective Mathematics teaching in Years 7–10.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from 糖心原创 with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe the structure, intent and key features of...
Learning Outcome 01
Explain how students learn in Mathematics and appl...
Learning Outcome 02
Analyse pedagogical models and classroom resources...
Learning Outcome 03
Design coherent unit sequences in Mathematics that...
Learning Outcome 04
Evaluate assessment strategies and feedback practi...
Learning Outcome 05
Content
Topics will include:
- Reflecting on prior experiences of teaching and learning in Years 7-10 Mathematics
- Australian Curriculum and local curriculum iterations for Years 7-10 Mathematics, including Cross-Curriculum Priorities and General Capabilities
- Theories of learning relevant to mathematics education
- Pedagogical Content Knowledge (PCK) for Mathematics, including philosophical, theoretical, curricular and pedagogical implications
- Teaching strategies and approaches for Years 7-10 Mathematics, including explicit instruction, inquiry-based learning, problem-solving approaches, and collaborative learning
- Designing units of work and related summative assessment for Mathematics in Years 7-10
- Strategies for monitoring and differentiating student learning in Mathematics, including diagnostic assessment, support for students with disability, diverse prior achievement and advanced mathematical knowledge
- Classroom verbal and non-verbal communication for Mathematics, including conversational, questioning and scaffolding techniques and the Initiation-Response-Feedback (IRF) model
- Roles and responsibilities of a contemporary century Mathematics teacher including curriculum interpretation, assessment integrity, student safety and wellbeing in online digital environments and appropriate use of generative AI
- Digital resources and approaches for Mathematics including the pedagogical use of generative AI, dynamic mathematical tools, simulations and ethically?informed digital practices
Assessment strategy and rationale
Assessment in this unit is designed to support preservice teachers’ development of curriculum knowledge, pedagogical content knowledge and assessment capability for teaching Mathematics in Years 7–10. The two tasks are sequenced to enable formative feedback and progressive refinement of planning and instructional skills. Together, they reflect authentic school?based responsibilities that preservice teachers will undertake during professional experience and early career teaching. Both tasks include explicit instruction on the ethical and appropriate use of generative AI for brainstorming, drafting and editing, with clear requirements regarding attribution, transparency and originality.
Task 1 requires preservice teachers to design a coherent unit of work aligned to the Years 7–10 Mathematics curriculum. This task assesses their ability to interpret curriculum documents, apply evidence?informed pedagogical strategies, incorporate explicit instruction and differentiation, and justify decisions using scholarly and policy evidence. Task 2 is a case study project that develops preservice teachers’ capability to analyse a junior secondary student’s mathematical understanding, learning progression and next steps in number and/or algebra.
To pass this unit, preservice teachers need to complete all assessment tasks and receive a passing grade of 50% overall.
Overview of assessments
Task 1 Description: Planning a Unit of Work
Task 1 Description: Planning a Unit of Work
Task 2 Description: Case Study in Mathematics Learning Progression
Conduct a case study project with one student in Years 7-8 to analyse their understanding, progression and next steps in learning number and/or algebraic concepts. Collect, appraise and moderate data, including a diagnostic interview and other evidence of student learning, to identify the selected student’s current and next-steps understandings with reference to curricula and developmental progressions. Use your data analysis to develop a teaching plan for the student using AI prompts and tools. Critically evaluate the AI plan with reference to literature, adjusting as necessary, and reflect on your professional learning throughout the project.
Assessment Task 1: Planning a Unit of Work Desig...
Assessment Task 1: Planning a Unit of Work
Design a coherent Year 7–10 Mathematics unit of work that aligns with curriculum requirements and leads to a selected summative assessment task. Apply evidence informed approaches to (1) develop mathematical content and skills, including problem-solving; (2) incorporate explicit instruction, differentiation and inclusive practices; and (3) justify curriculum, pedagogical and assessment decisions using relevant scholarly and policy evidence.
50%
Assessment Task 2: Case Study in Mathematics Lear...
Assessment Task 2: Case Study in Mathematics Learning Progression
Conduct a case study project with one student in Years 7-8 to analyse their understanding, progression and next steps in learning number and/or algebraic concepts. Collect, appraise and moderate data, including a diagnostic interview and other evidence of student learning, to identify the selected student’s current and next-steps understandings with reference to curricula and developmental progressions. Use your data analysis to develop a teaching plan for the student using AI prompts and tools. Critically evaluate the AI plan with reference to literature, adjusting as necessary, and reflect on your professional learning throughout the project.
50%
Learning and teaching strategy and rationale
The teaching approach in this unit is grounded in social constructivist and adult learning principles that promote active engagement, collaboration and reflective practice. Preservice teachers learn through a combination of modelling, critical reading, discussion and hands on activities that make pedagogical concepts visible. Tutorials, or equivalent asynchronous activities, introduce evidence-informed strategies relevant to Mathematics, including explicit instruction, inquiry-based learning, problem-solving, and collaborative learning. Throughout the unit, preservice teachers gather and evaluate evidence of their developing pedagogical capabilities and reflect on their progress against the Graduate Teacher Standards and Core Content.
Tutorials and activities, including microteaching activities, provide opportunities to trial strategies, analyse student needs, and practise professional communication in supportive environments. Online modules and self-regulated learning extend access to theoretical content and allow preservice teachers to consolidate understanding at their own pace. Given the complexity of curriculum documents and pedagogical models, scaffolding is used to support learners who may need explicit navigation of concepts, while optional supports, accessible materials and multiple means of engagement ensure equitable participation for preservice teachers with disability or diverse learning needs.
Representative texts and references
Recommended Texts and Documents
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Relevant jurisdictional curriculum documents
ACT Education Directorate: https://www.education.act.gov.au/public-school-life/Our-Curriculum.
New South Wales Education Standards Authority (NESA): https://www.educationstandards.nsw.edu.au/wps/portal/nesa/home.
Queensland Curriculum and Assessment Authority (CAA): https://www.qcaa.qld.edu.au/.
Victorian Curriculum and Assessment Authority (VCAA): https://www.vcaa.vic.edu.au/Pages/HomePage.aspx.
Recommended References
Aidon, G., & Trgalova, J. (2020). Technology in mathematics teaching. Springer. Boaler, J., Munson, M., & Williams, C. (2019). Mindset mathematics: Visualizing and investigating big ideas, grade 8. San Francisco, CA: Jossey-Bass.
Borromeo Ferri, R. (2018). Learning how to teach mathematical modeling in school and teacher education. Cham: Springer.
de Oliveira, L.C., & Civil, M. (Eds.), (2020). Teaching mathematics to English language learners. Springer.
Dole, S., & Geiger, V. (2019). Numeracy across the curriculum : Research-based strategies for enhancing teaching and learning. Taylor & Francis Group.
Goos, M., Stillman, G., Herbert, S., & Geiger, V. (2020). Teaching secondary school mathematics: Research and practice for the 21st century. Routledge.
Llinares, S., & Chapman, O. (2019). International Handbook of Mathematics Teacher Education: Volume 2: Tools and Processes in Mathematics Teacher Education. Brill.
Schoenfeld, A. H. (2020). Mathematical practices, in theory and practice. ZDM, 52(6), 1163-1175.
Stillman, G. (2010). Implementing applications and modelling in secondary school: Issue for teaching and learning. In B. Kaur & J. Dindyal (Eds.), Mathematical applications and modelling (pp. 300-322). World Scientific.
Wilcox, B., & Monroe, E. E. (2011). Integrating writing and mathematics. The Reading Teacher, 64(7), 521-529.