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
Examine how students learn in Mathematics and appl...
Learning Outcome 02
Critically analyse pedagogical models and classroo...
Learning Outcome 03
Design coherent unit sequences in Mathematics that...
Learning Outcome 04
Appraise 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, including consideration of learning progressions and common misconceptions in Year 7-10 Mathematics
- 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
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. Integrate evidence informed approaches to (1) develop mathematical content and skills, including problem-solving; (2) incorporate explicit instruction, differentiation and inclusive practices; and (3) critique the 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.
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the :
Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
Relevant Learning OutcomeLO2
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO2
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO2
Relating toDemonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds
Relevant Learning OutcomeLO4
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO4
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO3, LO4, LO5
Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO4
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO2, LO4
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO2, LO4
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO4
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO4
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO2, LO4
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO5
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO2, LO5
Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Relevant Learning OutcomeLO5
Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Relevant Learning OutcomeLO5
Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Relevant Learning OutcomeLO3
Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.
Relevant Learning OutcomeLO3
Relating toDemonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
Relevant Learning OutcomeLO3
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO3
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toThe difference in the process of knowledge acquisition in the brain of a novice vs the brain of an expert. This should be taught with reference to the development of mental models and schemas.?
Relevant learningLO1, LO2
Relating toWhy teaching practices must adapt as a student’s familiarity with the knowledge of a subject increases, including when to move from scaffolded practice to independent practice, and why this is important.?
Relevant learningLO1, LO2
Relating toHow to develop and use worked examples for students who are unfamiliar with a subject, followed by more challenging problem-solving activities as students become more familiar with the knowledge of a subject.?
Relevant learningLO3, LO4
Relating toThe 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 and the critical curriculum knowledge needed for students to progress.?
Relevant learningLO1, LO3, LO4
Relating toHow to plan a sequence of lessons that incorporate spacing and retrieval practice, build upon each other, meet students where they are in their learning and help students retrieve past learning and consolidate it in long-term memory.?
Relevant learningLO1, LO2, LO4
Relating toHow to sequence tasks within a lesson that build upon each other, meet students where they are in their learning and help them understand the progression of skills needed to attain mastery.?
Relevant learningLO1, LO2, LO4
Relating toHow to explicitly model new skills and content through ‘worked examples’ that clearly demonstrate how to complete the task, followed by a progressive removal of scaffolding as students become more proficient.
Relevant learningLO2, LO5
Relating toHow to pitch an introductory lesson at an appropriate level, before starting a new unit of work, by identifying where a student is in their learning through assessing what they know, or think they know.?
Relevant learningLO1, LO2
Relating toHow to design summative assessment to assess students against a standard or benchmark to gain an understanding of the level of mastery attained.?
Relevant learningLO5
Relating toHow to produce and use developmental rubrics with criteria tailored to the specific task and/or work samples so that students understand what is expected.?
Relevant learningLO5
Relating toThe research that shows explicit reading, and writing comprehension instruction tailored to discipline-specific content improves students’ academic understanding and engagement with material, as well as their overall academic performance.??
Relevant learningLO1, LO2
Relating toHow to explicitly deliver reading and writing instruction through discipline and discipline-specific curriculum and pedagogical studies as outlined in standard 4.2.
Relevant learningLO1, LO2
Relating toThe research that shows 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.??
Relevant learningLO1, LO2
Relating toThe research evidence that shows the relationship between effective pedagogical practices and increased positive behaviour including why specific practices are particularly effective in preventing undesired behaviour.?
Relevant learningLO2, LO5
Relating toThe content covered in the Australian Curriculum Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority across stages and subjects.??
Relevant learningLO1, LO3, LO4
Relating toAbout the cultural diversity within classrooms and communities in Australia, and in the local context, to understand and value the perspectives of diverse groups including EAL/D and First Nations students.?
Relevant learningLO4, LO5
Representative texts and references
Recommended texts and documents
Australian Curriculum
Australian Curriculum, Assessment and Reporting Authority (ACARA)
Relevant jurisdictional curriculum documents
ACT Education Directorate: .
New South Wales Education Standards Authority (NESA): .
Queensland Curriculum and Assessment Authority (CAA): .
Victorian Curriculum and Assessment Authority (VCAA): .
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.
Archer, A. L. (2011). Explicit instruction: effective and efficient teaching (C. A. Hughes, Ed.). Guilford Press.
Australian Education Research Organisation,. (2023). How students learn best?: An overview of the learning process and the most effective teaching practices. Australian Education Research Organisation.
Barbieri, C. A., & Rodrigues, J. (2025). Leveraging cognitive load theory to support students with mathematics difficulty. Educational Psychologist, 60(3), 208–232. https://doi.org/10.1080/00461520.2025.2486138
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.
Lovell, O., & Sweller, J. (2021). Sweller’s cognitive load theory in action. (O. Caviglioli, Ill.). John Catt Educational, Limited.
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.