Outline

Overview

This unit enables teacher education students who have an enthusiasm for and expertise in mathematics to undertake a more extensive preparation and satisfy NESA-accreditation requirements for a primary teacher with a specialisation in Mathematics. It is designed to strengthen mathematical content knowledge and build understanding of quality pedagogical practices with a focus on K-8 statistics and probability. It aims to assist the development of leadership skills with attention on skills necessary for mentoring. Connections between theory, research and practice are exemplified through links with the 4th year professional experience placement.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	EDUP4101
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	2 Units of Mathematics at the NSW High School Certificate level or equivalent
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 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Part A: Development and report of a rich learning experience Design of rich learning experience addressing key concepts in Probability & Statistics including technology tools.	40%	Week 04 Due date: 28 Aug 2026 at 23:59	2250wd	AI allowed
Outcomes assessed:
Presentation	Part B: Presentation of rich learning experience Sharing your design and reasoning with the purpose of supporting the professional learning of your peers. Includes individual written reflection (200 wd).	20%	Week 05 Due date: 04 Sep 2026 at 11:00	1500wd equivalent	AI allowed
Outcomes assessed:
Portfolio or journal	Portfolio & action plan for professional learning Analysis of current development, articulation of teaching philosophy and identification of professional learning needs, leading to articulation of a 3-year action plan.	40%	Week 08 Due date: 25 Sep 2026 at 23:59	2250wd	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Assignment 1 Part A: Development and report of a rich learning experience - group design of teaching plan for probbility or statistics, including technology
Part B Presentation - instructive sharing of teaching plan
Assignment 2: Professional Portfolio in Mathematics Education

Assessment criteria

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.

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	Key concepts, skills and difficulties in Stage 3-4 Statistics & probability. Societal factors in Numeracy/Statistical literacy and technology.	Lecture (1 hr)
Week 01	Key concepts, skills and difficulties in Stage 3-4 Statistics & probability. Societal factors in Numeracy/Statistical literacy and technology.	Tutorial (2 hr)
Week 02	National and state policies, position statements, guidelines and resources. How do they influence mathematics education?	Lecture (1 hr)
Week 02	National and state policies, position statements, guidelines and resources. How do they influence classroom pedagogy?	Tutorial (2 hr)
Week 03	The M in STEM education and developing ‘general capabilities’	Lecture (1 hr)
Week 03	The M in STEM education and examples from the classroom	Tutorial (2 hr)
Week 04	Assessment and reporting at the school, systemic/state, national and international comparative levels.	Lecture (1 hr)
Week 04	Assessment and reporting at the school, using and analysing assessments e.g., NAPLAN	Tutorial (2 hr)
Week 05	Assignment 1 presentations	Assessment (3 hr)
Week 06	Differentiation: Supporting student reasoning through teacher moves and questioning.	Lecture (1 hr)
Week 06	Exploring the alignment of lesson structures and teaching strategies with mathematics content and student learning needs.	Tutorial (2 hr)
Week 07	Maths Trails: increasing student motivation and engagement. Resourcing mathematics teaching and learning through engaging with the environment.	Lecture (1 hr)
Week 07	Preparing evidence for the effectiveness of your teaching of mathematics.	Tutorial (2 hr)
Week 08	Reflecting on your mathematics identity and professional confidence as part of ongoing professional learning.	Lecture (1 hr)
Week 08	Resourcing mathematics teaching and learning through engaging in different perspectives in teaching and learning 2D space. ‘An Adventure in Many Dimensions.’	Tutorial (2 hr)

Attendance and class requirements

Three hours face-to-face per week for 8 weeks. All classes are included in the 90% attendance requirement.

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

See Canvas for weekly readings

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 advanced development of specialised mathematical content and pedagogical knowledge for teaching and assessing a diverse range of learners.
LO2. Synthesise and critically reflect on current research, curriculum and policy documents to inform the on-going improvement of effective practices for teaching and assessing mathematics.
LO3. Demonstrate confidence and competency in the implementation of a range of effective teaching approaches including the integration of technology and those that foster student engagement and conceptual understanding of difficult-to-teach mathematics concepts from the Probability and Statistics strand.
LO4. Develop skills and knowledge in supporting cross-curriculum integration of mathematics and numeracy with a focus on STEM disciplines.
LO5. Demonstrate advanced development of a positive mathematics-related identity, professional confidence, interpersonal communication and discipline-specific curriculum leadership skills.
LO6. Identify and develop the knowledge and skills necessary to continue own professional learning, and strategies to lead and support the professional development of others

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. 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. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 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.
	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. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
	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. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 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) - 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3.3.1. (Graduate) Include a range of teaching strategies.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 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) - 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 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.

This unit has been revised to align with feedback from 2025 and related course student feedback in 2026 EDUP4101

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

Disclaimer

On this page

Useful links

EDUP4102: Leading Mathematics Learning B

Semester 2, 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

Disclaimer

On this page

Useful links