Outline

Overview

This unit will draw on the content from all strands in the NSW syllabus. It will focus on the development of concepts and processes from the Measurement and Geometry strand. It will explore children's understanding of Probability and Statistics and investigate ways in which concepts from other strands of the syllabus can be taught in an integrated manner. It will also build on content and processes established in EDMT5683 by focusing on Stage 2 and 3 of the Number and Algebra strand. The working mathematically processes and effective use of digital technologies will be integrated throughout all content areas.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	48 credit points of EDMT coded units including (EDMT5502 and EDMT5681)
Corequisites ?	None
Prohibitions ?	None
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
Creative work	Games assignment Includes both a practical component due in Week 6 tutorial, written submission due end of week 6, See Canvas. Paired assignment.	40%	Week 06 Due date: 03 Apr 2026 at 23:59	1000wd equivalent practical + 750wd	AI allowed
Outcomes assessed:
Written work	Interactive digital resources analysis Online postings Due weeks 3, 4 and final written components due week 8. See Canvas.	55%	Week 08 Due date: 24 Apr 2026 at 23:59	2500wd	AI allowed
Outcomes assessed:
Contribution	Reflection blog Reflection blog submitted in Discussions on canvas.	5%	Week 13 Due date: 29 May 2026 at 23:59	250wd	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Games assignment: The purpose of this assignment is for students to develop skills in designing motivating structured teaching resources (in the form of group games) to match specific mathematical learning objectives. There are two components: a practical and a written component. Students are strongly encouraged to work collaboratively with one partner. 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 here https://intranet.sydney.edu.au/strategy-governance/gen-ai/endorsed-tools.html
Interactive digital resources analysis: This assessment task involves the analysis of both a mathematics topic and related digital resources, as well as consideration of appropriate pedagogy. 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 here https://intranet.sydney.edu.au/strategy-governance/gen-ai/endorsed-tools.html
Reflection blog: During Weeks 10-13, students are required to contribute to a year-group blog by reflecting on their learning in relation to their mathematics teaching experiences during their Professional Experience placement. The purpose of the task is to provide the opportunity for professional dialogue about issues arising from their Professional Experience and about mathematics education in general. Informal feedback will be provided by the lecturer through participation in the blogs. 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 here 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
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
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	1. Introduction to the unit; 2. The national numeracy learning progression; 3. Mathematical games; 4. 2D Geometry concepts	Lecture (2 hr)
Week 01	1. Introduction to the unit; 2. The national numeracy learning progression; 3. Mathematical games; 4. 2D Geometry concepts	Tutorial (2 hr)
Week 02	1. Teaching 2D Geometry (including position and angles); 2. Using technology to increase cognitive challenge; 3D Geometry concepts	Lecture (2 hr)
Week 02	1. Teaching 2D Geometry (including position and angles); 2. Using technology to increase cognitive challenge; 3D Geometry concepts	Tutorial (2 hr)
Week 03	1. Teaching 3D Geometry; 2. Selecting resources to prompt different perspectives and thinking; 3. Concept of ratios, rates, fractions & percentages	Lecture (2 hr)
Week 03	1. Teaching 3D Geometry; 2. Selecting resources to prompt different perspectives and thinking; 3. Concept of ratios, rates, fractions & percentages	Tutorial (2 hr)
Week 04	1. Development of proportional thinking; 2. Use of multiple representations; 3. Statistical concepts	Lecture (2 hr)
Week 04	1. Development of proportional thinking; 2. Use of multiple representations; 3. Statistical concepts	Tutorial (2 hr)
Week 05	1. Use of context to teach statistics; 2. Problem solving & reasoning	Lecture (2 hr)
Week 05	1. Use of context to teach statistics; 2. Problem solving & reasoning	Tutorial (2 hr)
Week 06	1. Challenging beliefs about mathematical ability; 2. Planning for teaching and learning; 3. Catering for differing student needs; 4. Assessment strategies; 5. Measurement concepts	Lecture (2 hr)
Week 06	1. Challenging beliefs about mathematical ability; 2. Planning for teaching and learning; 3. Catering for differing student needs; 4. Assessment strategies; 5. Measurement concepts	Tutorial (2 hr)
Week 07	1. The Measurement Framework; 2. Conceptual difficulties in measurement; 3.Decimals & scientific notation	Lecture (2 hr)
Week 07	1. The Measurement Framework; 2. Conceptual difficulties in measurement; 3.Decimals & scientific notation	Tutorial (2 hr)
Week 08	1. Promoting & extending number sense: using place value in calculations; 2. Algebra concepts	Lecture (2 hr)
Week 08	1. Promoting & extending number sense: using place value in calculations; 2. Algebra concepts	Tutorial (2 hr)
Week 09	1. The development of algebraic thinking; 2. Systematic strategies and pattern finding; 3. Professional learning	Lecture (2 hr)
Week 09	1. The development of algebraic thinking; 2. Systematic strategies and pattern finding; 3. Professional learning	Tutorial (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

All readings for this unit can be accessed via links on Canvas.

Highly recommended textbooks:

Haylock, D. & Manning, R. (2019). Mathematics Explained for Primary Teachers. Melbourne: SAGE (Australian edition)

ISBN 9781526495662 (paperback)

Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Audrey Cooke, A., Bennett, S., Ewing, B., & West, J. (2021). Helping Children Learn Mathematics. Milton Qld: Wiley. (4th Australian Edition)

ISBN 9780730391807 (paperback)

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. demonstrate your developing understanding of measurement, space and geometry, chance and data, and number and algebra concepts and processes through their participation in a range of practically-based tutorial activities.
LO2. demonstrate their understanding of teaching/learning and assessment strategies that are applicable to their own classroom teaching e.g. collaborative learning; subject integration, small group discussion, integration of technologies, peer assessment, problem solving and inquiry-based learning
LO3. critically reflect on developmental learning frameworks, the supporting research findings and their applications concerning ways in which children think, learn and construct mathematical knowledge
LO4. demonstrate a familiarity and understanding of teaching strategies for developing more sophisticated levels of mathematical thinking through the processes of Working Mathematically and the provision of mathematically rich investigations
LO5. demonstrate a familiarity and understanding of the aims, outcomes and mathematical content of the NSW Mathematics Syllabus for the Australian Curriculum K-6, support documents, national and international curriculum documents
LO6. Produce non-digital practical teaching resources, and assess digital teaching resources that correspond to syllabus outcomes and theoretical frameworks of mathematical development.

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. 1.3.1. (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. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.3.1. (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. 3.6.1. (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. 4.5.1. (Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student 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. 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. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
	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. 2.5.1. (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. 3.3.1. (Graduate) Include a range of teaching strategies.
	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. 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 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. 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. 4.5.1. (Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Responding to student feedback

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

This year, endorsed AI tools are suggested to assist with assignments.

Additional information

Site visit guidelines

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 organisation. 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 organisation.

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

Disclaimer

On this page

Useful links

EDMT6628: Primary Mathematics 2

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

Disclaimer

On this page

Useful links