Outline

Overview

The focus for this unit is the Number and Algebra and Working Mathematically strands of the NSW Mathematics Syllabus with particular emphasis on the first three years of school. It will explore how children's mathematical thinking strategies develop via a research-based framework of number and will introduce the important connection between assessment and planning for instruction.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	EDMT5532
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Katherin Cartwright, katherin.cartwright@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Contribution	Reflection on weekly readings n/a	20%	Multiple weeks	800 words	AI allowed
Outcomes assessed:
Written work	Diagnostic interview and report on a child Report on a previously recorded diagnostic interview conducted with child.	40%	Week 07 Due date: 17 Apr 2026 at 23:59	1200 words	AI allowed
Outcomes assessed:
Written work	Mini-program of work Planning & presenting/teaching lessons to small grp of peers via zoom rooms	30%	Week 13 Due date: 29 May 2026 at 23:59 Closing date: 29 May 2026	2000 words	AI allowed
Outcomes assessed:
Written work	Individual reflective statement Personal reflection on your own lessons/teaching from the Mini-program of work.	10%	Week 13 Due date: 29 May 2026 at 23:59	500wrd	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Reflection on weekly readings: Students will be required to show evidence of having read the set readings through their involvement in an online discussion (see Canvas for this Unit of Study to access the online discussion) that reflects their understanding of the readings, lecture content and their evolving understanding of how children learn mathematics. University endorsed AI tools may be used to assist with this assignment, including, ‘Microsoft Copilot’ (formerly Bing Chat) at https://copilot.microsoft.com; ChatGPT And other mass-market internet browser-based generative AI tools, like Bard and MidJourney. See other endorsed tools https://intranet.sydney.edu.au/strategy-governance/gen-ai/endorsed-tools.html
Diagnostic interview and report on a child: Students may have the opportunity to work collaboratively to conduct a diagnostic interview (e.g., SENA 1 &/or 2) and analyse the results in terms of the Learning Progressions and the NSW mathematics syllabus K-6. Students submit an individual report based on their assessment of one child. University endorsed AI tools may be used to assist with this assignment, including, ‘Microsoft Copilot’ (formerly Bing Chat) at https://copilot.microsoft.com; ChatGPT And other mass-market internet browser-based generative AI tools, like Bard and MidJourney. See other endorsed tools https://intranet.sydney.edu.au/strategy-governance/gen-ai/endorsed-tools.html
Mini-program of work and individual reflection: This assignment comprises two parts: (1) The mini-program and assessment reports of children is a group assignment; and (2) a personal reflection on your teaching over the duration of the school-based sessions is an individual component. The results from assignment 2 will be used to plan a series of 3 lessons designed to address the needs of the child(ren) you assessed. University endorsed AI tools may be used to assist with this assignment, including, ‘Microsoft Copilot’ (formerly Bing Chat) at https://copilot.microsoft.com; ChatGPT And other mass-market internet browser-based generative AI tools, like Bard and MidJourney. See other endorsed tools https://intranet.sydney.edu.au/strategy-governance/gen-ai/endorsed-tools.html

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	High distinction indicates work of an exceptional standard.
Distinction	75 - 84	A Distinction is a very high standard.
Credit	65 - 74	A credit is a good standard.
Pass	50 - 64	A pass is an acceptable standard.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	The nature of Mathematics & how children learn it.	Lecture (1 hr)
Week 01	Exploring prior learning experiences of mathematics and their impact on student dispositions towards it. Pedagogical Focus: Talk Moves (including non-verbal communication strategies) and pedagogy for building mathematical understanding, inclusiveness & engagement.	Tutorial (2 hr)
Week 02	The development of early number knowledge. The importance of representations in the development of mathematical thinking and understanding.	Lecture (1 hr)
Week 02	The development of early number knowledge. The importance of representations in the development of mathematical thinking and understanding. Instructional Activity Focus: Quick Images Pedagogical Content Knowledge Strategy focus: Facilitating Open Strategy Sharing and discussions in the mathematics classroom.	Tutorial (2 hr)
Week 03	Early addition & subtraction: counting to non-counting strategies.	Lecture (1 hr)
Week 03	Early addition & subtraction: counting to non-counting strategies. Tutorial: Instructional Activity Focus: Counting Collections Pedagogical Content Knowledge Focus: Planning a targeted strategy discussion to compare and connect strategies.	Tutorial (2 hr)
Week 04	Early multiplication & division: forming groups to knowing basic facts.	Lecture (1 hr)
Week 04	Early multiplication & division: forming groups to knowing basic facts. Instructional Activity Focus: Representing multiplicative thinking from concrete, to images and symbols. Pedagogical Content Knowledge Strategy Focus: Facilitating discussions that encourage students to justify and explain their strategies.	Tutorial (2 hr)
Week 05	Place value: mental strategies for addition & subtraction of 2 digit by 2 digit numbers.	Lecture (1 hr)
Week 05	Place value: mental strategies for addition & subtraction of 2 digit by 2 digit numbers. Tutorial will occur at a local school to enable diagnostic testing of a student(s).	Tutorial (2 hr)
Week 06	Working with place value and number sense to explore the introduction of algorithms for addition and subtraction.	Lecture (1 hr)
Week 06	Working with place value and number sense to explore the introduction of algorithms for addition and subtraction. Preliminary grouping of children based on their SENA results will occur during this tutorial. Instructional Activity Focus: Posing a set or string of related equations. Pedagogical Content Knowledge Strategy Focus: Facilitating discussions about the best strategy to use and why (e.g. Which is best: the split or jump strategy?)	Tutorial (2 hr)
Week 07	Algebraic thinking: patterns & algebra. Focus: The importance of understanding equivalence.	Lecture (1 hr)
Week 07	Algebraic thinking: patterns & algebra. Focus: The importance of understanding equivalence. Instructional Activity: Choral counting as a vehicle for exploring patterns, structure and relationships. Rehearsal of planned activities to occur in tutorials, plus planning of first lesson with children will commence with co-teachers.	Tutorial (2 hr)
Week 08	Preparation for teaching - Lesson planning.	Lecture (1 hr)
Week 08	Preparation for teaching. Instructional Activity: Number Strings Planning of instructional activities during tutorials with peers to be rehearsed in next week's tutorial.	Tutorial (2 hr)
Week 09	Fractions: Connecting representations to help students make sense of fractions.	Lecture (1 hr)
Week 09	Fractions: Connecting representations to help students make sense of fractions. Rehearsal in tutorials of activities to be used with students in proceeding weeks.	Tutorial (2 hr)
Week 10	Assessment for & of learning	Lecture (1 hr)
Week 10	Teaching - assessing. 1 hour Lecture as usual. 2 hours in local school teaching small group of students.	Tutorial (2 hr)
Week 11	Teacher noticing and responding to student learning in the classroom	Lecture (1 hr)
Week 11	Teaching – assessing 1 hour lecture as usual. 2 hours in local school teaching small group of students.	Tutorial (2 hr)
Week 12	Teaching strategies for higher order thinking - Challenging students to think mathematically.	Lecture (1 hr)
Week 12	Teaching – assessing 1 hour lecture as usual. 2 hours in local school teaching small group of students.	Lecture (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all tutorials, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Readings for this unit can be accessed from the Library via a link available on Canvas.

There is no prescribed textbook.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. understand current educational theory, issues and research pertaining to early number learning, mathematics content and relevant syllabus requirements
LO2. use a diagnostic interview to help assess a child’s level of mathematical thinking and analyse the results in relation to a research-based framework of number development
LO3. demonstrate the ability to work collaboratively with peers in the design and implementation of a sequence of lessons based on the mathematical strengths and needs of a small group of children
LO4. utilise appropriate teaching strategies and resources, including ICT, to actively engage students in meaningful mathematical learning experiences
LO5. plan appropriate learning experiences that reflect knowledge of current educational theory, research, effective pedagogy and curriculum documents/resources
LO6. select, plan and implement appropriate mathematical experiences that promote risk taking, foster efficient learning strategies, develop positive attitudes, promote enjoyment and provide opportunities for children to create for themselves mathematical thinking skills
LO7. demonstrate an understanding of a variety of assessment strategies (clinical interviewing, observation & work sample analysis), evaluation, recording and reporting of a child’s developing mathematical needs
LO8. demonstrate increased knowledge and understanding of mathematics content, of how children learn mathematics and effective pedagogy
LO9. critically reflect on their beliefs, experiences and attitudes toward mathematics and how this impacts on their teaching of mathematics.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
	National Standard of Competency for Architects - 6.3. Incorporation of the project requirements and objectives in accordance with Project Brief and approved Detailed Design.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No major changes since the previous year as per student feedback.

Additional information

All activities and assessments in this unit of study occur in conformity with the policies of the Sydney School of Education and Social Work in the Faculty of Arts and Social Sciences as outlined in the Faculty and School Canvas sites.

All students enrolled in this Unit of Study are expected, without exception, to familiarise themselves with these policies. They are available at the following Canvas site: https://canvas.sydney.edu.au/courses/13426

Unless otherwise stated in the unit of study outline, word-limit penalties may be applied. These penalties relate to all undergraduate, graded units of study where a word limit for an assignment has been specified. Unless otherwise advised by the course or unit of study coordinator/outline, the Sydney School of Education and Social Work requires the style guide of the American Psychological Association (APA) to be used for citation and referencing purposes. The library's Complete Guide to APA 6th style is a comprehensive, self-contained document that should be consulted. Incorrect use of the required style, or the use of another style unless specifically allowed, is likely to result in diminished assessment grades.

More information can be found on Canvas

Site visit guidelines

This unit involves school visits. If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organization. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organization.

Work, health and safety

A current Working With Children's Check is required.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

EDMT5683: Primary Mathematics 1

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links