Outline

Overview

The aim of this unit is to assist students to develop a more holistic understanding and appreciation of mathematics and numeracy, and of themselves as learners of mathematics through exploration of mathematical systems, patterns, relationships and reasoning. Through practical and collaborative workshops designed to cater for a range of learning styles, students will develop deeper understandings of fundamental mathematical concepts and processes. This unit content is situated in historical and cultural contexts, including indigenous and non-English speaking perspectives so as to promote an appreciation for the origins, evolution and purposes of mathematics. Students will reflect upon the meanings and roles of numeracy in their own lives and in modern society, including educational contexts.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	18 credits points including EDUP1002 & EDUP1005 or EDUP1004
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Heather McMaster, heather.mcmaster@sydney.edu.au
Lecturer(s)	Heather McMaster, heather.mcmaster@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Learning task portfolio 5 weekly tasks based on tutorials Weeks 2-6 submitted in Weeks 3-7	30%	Multiple weeks	5x approx. 250wd tasks
Outcomes assessed:
Assignment	Reflection See Canvas	15%	Week 08	500 words
Outcomes assessed:
Presentation	Historical/cultural report and oral presentation See Canvas	30%	Week 09	10-15 minutes + 1 page summary
Outcomes assessed:
Assignment	Statistical investigation See Canvas	25%	Week 12	1000 words + discussion
Outcomes assessed:
= group assignment ?

Assessment summary

Learning tasks: In weeks 2-6, students will complete mathematical/numeracy tasks in tutorials. Five such tasks (one chosen from each week) will be submitted for assessment at the tutorial in the following week (weeks 3-7).
Reflection: Students will reflect on their own learning during lectures and tutorials in weeks 1-7 and on what they understand to be the nature of mathematics.
Historical/cultural report and oral presentation: Working in pairs, students will select a mathematical topic, research its historical and/or cultural background and prepare a presentation in which they will present what they have learnt and involve the class in a related mathematical activity. Students will provide a one A4 page point summary of the content in their presentation (not the activity) including references to all resources used.
Statistical investigation and poster: The aim of this assignment is to increase content knowledge through an in-depth investigation that requires the collection, handling and display of original data. Working in pairs, students will negotiate an appropriate topic to investigate, in the form of a statistical investigation. The resultant learning must be communicated through the production and presentation of a poster which includes a display of data.

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	Exceptional
Distinction	75 - 84	Very high
Credit	65 - 74	Good
Pass	50 - 64	Acceptable
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.

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 Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Overview of unit; 2. What is numeracy?; 3. What is mathematics?	Lecture (1 hr)
Week 01	1. Exploring our identity as mathematicians; 2. Attitudes, beliefs and achievement in mathematics; 3. Motivation and engagement	Tutorial (2 hr)
Week 02	1. The development of numeration systems; 2. Additive systems and multiplicative systems	Lecture (1 hr)
Week 02	1. Numeration systems; 2. Exploring base 10 (decimals) and other bases; 3. Algorithms (historical and alternative)	Tutorial (2 hr)
Week 03	Relative numerical comparisons (ratios, fractions, percentages, decimal fractions)	Lecture (1 hr)
Week 03	1. Relative comparisons in the media; 2. Calculating proportions; 3. Rational and irrational numbers	Tutorial (2 hr)
Week 04	1. Euclidean geometry; 2.Transformational geometry	Lecture (1 hr)
Week 04	1. Properties of polygons; 2. Properties of polyhedra; 3. Tessellations and symmetry	Tutorial (2 hr)
Week 05	1. Co-ordinate geometry; 2. Projective geometry; 3. Topology	Lecture (1 hr)
Week 05	1. Co-ordinate geometry; 2. Projective geometry; 3. Topology	Tutorial (2 hr)
Week 06	1. A history of measurement; 2. Standard units of measurement; 3. Measurement precision and accuracy	Lecture (1 hr)
Week 06	1. Nets, surface area and volume; 2. Measurements of similar objects; 3. Mass, volume, capacity and density	Tutorial (2 hr)
Week 07	Patterns and algebra	Lecture (1 hr)
Week 07	1. Using letters to represent variables; 2. Making generalisations using algebra; 3. Equivalence	Tutorial (2 hr)
Week 08	1. Historical background; 2. Conducting a statistical investigation	Lecture (1 hr)
Week 08	1. Handling data; 2. Graphical representations; 3. Statistical literacy	Tutorial (2 hr)
Week 09	Probability and statistical analysis	Lecture (1 hr)
Week 09	Oral presentations (part 1)	Tutorial (2 hr)
Week 10	Mathematical reasoning	Lecture (1 hr)
Week 10	Oral presentations (part 2)	Tutorial (2 hr)
Week 11	Problem solving	Lecture (1 hr)
Week 11	Inductive reasoning and deductive reasoning	Tutorial (2 hr)
Week 12	Statistical assessment of numeracy	Lecture (1 hr)
Week 12	Statistical investigation sharing in pairs with your tutor	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 seminars, 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

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

ISBN 9781526495662 (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. appreciate the nature of mathematical thought and recognise the roles of inductive and deductive reasoning
LO2. demonstrate increased knowledge and understanding of concepts in geometry and measurement, statistics and probability, number and algebra
LO3. conduct investigations of patterns and relationships in geometry, number and statistics
LO4. demonstrate an appreciation of the structure inherent in various mathematical systems and an appreciation of the origins and evolution of mathematics from both social and cultural perspectives
LO5. reflect upon your own numeracy development and the roles of numeracy in society
LO6. apply research and inquiry, and information literacy skills to develop approaches for further independent learning in mathematics, including ICT use.

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) - 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) - 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) - 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. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 3.3.1. (Graduate) Include a range of teaching strategies.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 2.5.1. (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) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Responding to student feedback

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

Note: New interactive Australian Edition of textbook (Haylock & Manning 2019)

Additional information

More information can be found on Canvas.

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

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

EDUP1003: Mathematics and Numeracy

Semester 2, 2021 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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