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Unit of study_

EDUP1015: Teaching Primary Mathematics 1

This unit focuses on the mathematics content areas of measurement and space and geometry. Interactive sessions will develop students' understanding of how children learn key measurement and geometric concepts and provide opportunities for students to practise foundational and inclusive pedagogies necessary for high quality teaching of mathematics. Working mathematically processes and effective use of digital technologies will be integrated throughout the unit.


Academic unit Education
Unit code EDUP1015
Unit name Teaching Primary Mathematics 1
Session, year
Semester 2, 2023
Attendance mode Normal day
Location Camperdown/Darlington, Sydney
Credit points 6

Enrolment rules

Available to study abroad and exchange students


Teaching staff and contact details

Coordinator Jennifer Way,
Lecturer(s) Katherin Cartwright ,
Janette Bobis,
Tutor(s) Maggie Feng ,
Type Description Weight Due Length
Assignment Digital Resource Report
Report based on the critical analysis of a digital resource.
40% Week 05
Due date: 01 Sep 2023 at 23:59
1500 words
Outcomes assessed: LO1 LO2 LO7
Assignment Lesson sequence
Report based on the implementation of a sequence of mathematics lessons.
50% Week 13
Due date: 03 Nov 2023 at 23:59
2500 words
Outcomes assessed: LO1 LO2 LO4 LO5 LO6
Assignment Critical reflection
Critical reflection of personal teaching experience.
10% Week 13
Due date: 03 Nov 2023 at 23:59
500 words
Outcomes assessed: LO3

Digital Resource Report: Select a digital resource aligned with the the NSW Mathematics Syllabus K-6 strands of Measurement or Space & Geometry for analysis and critique as an effective learning resource. Submit a discussion post via Canvas naming the digital resource you have selected by Week 2.

Sequence of lessons (Group): Collaboratively plan, implement and evaluate approximately three lessons taught at a local school based on a topic from the measurement strands. Submit a porfolio of work covering your groups’ lesson plans and assessment of student work conducted during the lesson sequence.

Critical reflection on lesson sequence (Individual): A summative reflective evaluation of your own professional learning during the implementation of the lesson sequences.

Assessment criteria

Results name mark range Description

High distinction

85 - 100

High distinction indicates work of an exceptional standard


75 - 84

A Distinction is a very high standard


65 – 74

A credit a good standard


50 – 64

A pass is an acceptable standard


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.

Special consideration

If you experience short-term circumstances beyond your control, such as illness, injury or misadventure or if you have essential commitments which impact your preparation or performance in an assessment, you may be eligible for special consideration or special arrangements.

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

WK Topic Learning activity Learning outcomes
Week 01 Learning theories of how children develop mathematical understanding, and introduction to relevant curriculum documents including the NSW Mathematics Syllabus Numeracy Learning progression. Critically reflect on existing attitudes and beliefs about mathematics. Lecture (1 hr) LO1 LO3
2D shape: Sorting, classifying & exploring the properties of polygons. Inclusive pedagogies to engage all students & explicit teaching strategies to elicit student talk, discussion and reasoning of spatial and measurement concepts (verbal & non-verbal strategies). Tutorial (2 hr) LO2 LO5
Week 02 Geometry(ies) & the development of 2D spatial reasoning. Assignment 1 Part (a) due. Lecture (1 hr) LO1 LO2
Geometry(ies) & the development of 2D spatial reasoning with a focus on the exploration of angle and symmetry. Task characteristics and explicit teaching strategies to launch them, to elicit student mathematical reasoning of angle and symmetry concepts during task exploration and class discussion. Tutorial (2 hr) LO2 LO5 LO7
Week 03 Geometry(ies) & development of spatial reasoning. Exploring properties of 3D objects. Lecture (1 hr) LO1 LO2 LO5 LO7
Geometry(ies) & development of spatial reasoning. Exploring properties of 3D objects: Prisms, pyramids & cylinders. Strategies for conducting the summary phase of a lesson: e.g. Whole class discussion, Anchor charts, Work sample comparison. Tutorial (2 hr) LO1 LO2 LO5 LO7
Week 04 Measurement: Historical overview with a focus on estimation, approximation, precision and accuracy of length, area & perimeter. Learning progressions for measurement concepts. Lecture (1 hr) LO1 LO2 LO5
Exploring connections between area and perimeter through rich tasks and teacher questioning. Recognising potential misconceptions and anticipating student responses to tasks. Tutorial (2 hr) LO2 LO5 LO7
Week 05 Measurement: Exploring the development of student understanding of measurement concepts for volume. Assignment 1 Part (b) due. Lecture (1 hr) LO1 LO2 LO5 LO7
Exploring misconceptions of early years (K-3) student understandings of volume through the exploration of rich/inquiry-based tasks. Explicit teaching strategies to elicit student reasoning will be explored (e.g. questioning, gesturing, representations). Tutorial (2 hr) LO2 LO5
Week 06 Planning for Teaching Volume: Structuring lessons to encourage exploration and reasoning in students. Assignment 2 Introduction & Discussion Lecture (1 hr) LO1 LO2 LO5
Volume explorations Years 4-6. Structuring sequences of activities and lessons to develop deep understanding of volume. Tutorial (2 hr) LO1 LO2 LO4 LO5
Week 07 Measurement: Mass concepts with a focus on developing personal knowledge of the concept. Lecture (1 hr) LO1 LO2
Exploring concepts of mass through structured learning experiences and inquiry-based tasks suited to develop personal knowledge of mass. Teaching Groups formed in preparation for lesson planning & work with children in subsequent weeks. Tutorial (2 hr) LO2 LO4 LO5
Week 08 Measurement: Mass with a focus on primary-students’ knowledge, developmental trajectory and potential misconceptions especially with volume. Lecture (1 hr) LO1 LO5
Measurement: Learning experiences suitable for developing primary-students’ knowledge of mass and it potential confusion with volume. Initial lesson planning time for teaching groups provided. Tutorial (2 hr) LO1 LO4 LO5
Week 09 Measurement of Time: Focus on the four big ideas of (1) Concept Awareness; (2) ordering & sequencing events; (3) duration; (4) informal and formal units. Lecture (1 hr) LO1 LO2 LO7
Exploring concepts of time through structured learning experiences and students’ recordings as evidence of learning. Small group preparation & rehearsal of lesson for teaching sessions in subsequent weeks. Tutorial (2 hr) LO1 LO2 LO4 LO5
Week 10 Position: Cartesian coordinate system. Supporting critical reasoning and logical thinking of position and location concepts. Lecture (1 hr) LO1 LO2
Practical teaching session #1 at local school to gather data for analysis for assignment 2. Teaching and debrief at school. Tutorial (2 hr) LO1 LO2 LO4 LO5 LO6
Week 11 Assessment of students: Analysis of work samples, use of rubrics, reporting to inform planning and provide oral and written feedback to students. Lecture (1 hr) LO1 LO2 LO6
Practical teaching session #2 at local school to gather data for analysis for assignment 2. Teaching and debrief at school. Tutorial (2 hr) LO4 LO5 LO6
Week 12 Assessment: Teacher noticing of student mathematics and teacher collaboration in the classroom as a strategy to support student learning. Lecture (1 hr) LO3 LO6
Practical teaching session #3 at local school to gather data for analysis for assignment 2. Teaching and debrief at school. Tutorial (2 hr) LO2 LO4 LO5 LO6

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

Refer to full reading list on Canvas for more information.

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 familiarity with current educational theory, research and curriculum documents as they relate to teaching children mathematics.
  • LO2. Demonstrate deep understanding of mathematical concepts and processes in the areas of measurement, space and geometry.
  • LO3. Critically reflect upon personal beliefs and prior experiences learning mathematics and the implications they might have on your teaching.
  • LO4. Design and implement a sequence of learning experiences for primary-aged students using knowledge of children’s cognitive development and the NSW Syllabus.
  • LO5. Apply knowledge of inclusive pedagogies associated with the teaching and learning of challenging mathematical concepts and processes.
  • LO6. Assess and report on children’s learning of mathematics content and processes based on analysis of observational and work-sample data.
  • LO7. Reflect on the appropriate use of digital technologies to enhance children's measurement and spatial reasoning capacities and their mathematical content knowledge.

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
This unit has been updated to reflect student feedback, recent research findings and state/national curriculum changes.


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