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Numeracy is a core learning area of the curriculum and is considered to be one of the building blocks of education for work and life. It is closely linked to mathematics, and involves using some mathematics to achieve some purpose in a particular context. To be numerate is to use mathematics effectively to meet the general demands of life at home, in paid work, and for participation in community and civic life. This is the third course in a suite of three mathematics courses that focuses on using mathematics in context and across curriculum areas. It is a unique course designed to help pre-service teachers meet both professional and curriculum goals within the primary school setting.

This course provides pre-service teachers with an opportunity to reflect upon and to develop an understanding of concepts that are central to mathematics curricula. It also provides an opportunity for pre-service teachers to consider the cross-curricula implications and opportunities afforded by and through different mathematics topics; and to develop quantitative numeracy understandings that will enable them to be informed professionals. Foci of the course includes supporting the development of a critical orientation toward numeracy concepts in the media, data interpretation and analysis and how it informs teaching and learning, an appreciation of the importance of quantitative understandings to the personal and professional lives of all teachers in different school contexts, and across different learning areas.

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. review and apply knowledge and understanding of the mathematics underpinning critical numeracy (APST 2.1, 2.2, 2.5);
2. identify, analyse, evaluate and reflect upon critical numeracy situations in media reports and in school contexts (relevant to different curriculum areas and contexts) (APST 2.5, 5.4);
3. complete, analyse and reflect upon an educational numeracy activity (APST 2.5, 3.6, 5.4);
4. analyse the quantitative knowledge involved in personal and professional decision making (APST 3.6, 5.4);
5. demonstrate numeracy skills in presenting evidence, including relevant literature, to support arguments about issues related to personal and professional numeracy (APST 2.2, 2.5);
6. use and understand numeracy across different curriculum areas (APST 2.5).