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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.