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Mathematics education has grown to become a recognised and significant research area in education. Its theories are based on analysis of the structure of mathematical tasks, the psychology of teaching and learning over time, and an understanding of the effect of past experiences, and social contexts for learning mathematics. Mathematics is a core learning area of the curriculum and has long been considered to be a significant component of everyday life within a modern society. As children grow, so too do their experiences with mathematics both in and out of the classroom. This course recognises the progressive nature of mathematics, and also the importance of past experiences and social contexts for learning mathematics.

This is the second course in a suite of three that focuses on the teaching of mathematics. It is a core course that provides the theoretical underpinnings and foundational knowledge required to teach mathematics in the middle and upper primary school context (3-6).

Throughout this course pre-service teachers will continue to explore the evidence-based practices introduced in EDM1200 Mathematics in Early Primary. Such practices are centred on promoting understanding, fluency, problem solving and reasoning in teaching and learning, and are set within the content strands of number and algebra, measurement and geometry, and statistics and probability. At the completion of this course pre-service teachers should have a deep understanding of how children learn mathematics, and be able to draw on this understanding and curriculum documentation to identify critical progression points for mathematical learning and teaching. An approach to teaching that is based on thinking strategies rather than rote procedures will be emphasised.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:

1. critically examine a variety of evidence-based pedagogies in the teaching and learning of mathematics (APST 2.1, 2.5);
2. identify and explain how children learn mathematics in the middle and upper primary years (APST 1.2, 3.3);
3. understand the importance of working with colleagues, families/carers and communities to enhance the mathematical learning of children (APST 3.7, 7.3);
4. draw on current theoretical perspectives to critically analyse the effectiveness of a teaching and learning sequence in the mathematics classroom (APST 2.2, 3.2, 4.1);
5. explain how to differentiate learning in the mathematics classroom, including consideration of the implementation of ICT (APST 1.3, 1.4, 1.5, 2.1, 2.6, 3.3, 5.1).