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Mathematics is a core learning area of the curriculum and is considered to be one of the building blocks of education for work and life. Teaching mathematics to students to become confident and involved learners in mathematics is a complex endeavour, requiring a high degree of knowledge and expertise. For prospective educators to be effective and confident in teaching Mathematics they need to experience and reflect on quality teaching. In addition they need to be mathematically competent, know students as learners of Mathematics and know how to implement and evaluate appropriate Mathematical pedagogy that facilitates higher order thinking in Mathematics across the Australian Curriculum, Assessment and Reporting Authority (ACARA) strands and other curriculum areas. These knowledge and skills of preservice teachers help to provide all young Australian with access to high-quality mathematics education that is inclusive and free from any form of discrimination.

The course focuses on inquiry-based approaches to the teaching of Mathematics with the goal of developing deeper understanding in all strands of the Australian Curriculum, Assessment and Reporting Authority (ACARA) Mathematics National Curriculum. Past and present practices will be reflected on, critically analysed and evaluated in the light of research findings, curriculum documents (including ACARA and EYLF) and teaching practice. Preservice teachers will explore higher order thinking in Mathematics education, identify the significance of problem-solving strategies and their importance for emerging mathematical thinkers. Preservice teachers will create learning experiences which foster and encourage language and risk taking in mathematical contexts, which are essential ingredients to solve problems and reason mathematically in the 21st century.

On successful completion of this course preservice teachers should be able to:

1. critically reflect on personal experiences of solving complex mathematical problems in relation to knowledge and understanding of the concepts, substance and structure of the three ACARA Mathematics strands and the Early Years Framework and the literacy and numeracy strategies relevant to maths (Australian Professional Standards for Teachers (APST) 2.1, 2.5);
2. create learning goals and effective lesson sequences in mathematics that provide achievable challenges for students of varying abilities and characteristics using current best practice pedagogy, knowledge of student learning informed by assessment and data, concepts, substance, structure and organisation of the content and a range effective strategies (APST 2.1, 2.2, 3.1, 3.2, 3.3);
3. interpret student assessment data to evaluate student learning, modify teaching practice, review teaching programs to improve student learning and, by drawing on relevant and appropriate sources of professional learning, apply literacy and numeracy teaching strategies for maths (APST 2.5, 3.6, 5.4, 6.2);
4. demonstrate an ability to implement teaching strategies for using ICT to expand curriculum learning opportunities for students and utilise a range of resources including ICT to engage students in their learning (APST 2.6, 3.4);
5. demonstrate a repertoire of skills and strategies for involving and working effectively with parents/carers of students in the educative process and maintaining effective records of student learning to support reporting to students, parents/carers and key stakeholders (APST 3.7, 5.5, 7.3);
6. expert cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.