FACULTY OF EDUCATION AND ARTS

School of EDUCATION

Online

SEMESTER 1, 2021

EDMA163: Exploring Mathematics and Numeracy

UNIT OUTLINE

Credit points: 10
Prerequisites: Nil

Lecturer in Charge (LIC): DR LINDA PARISH

Email: Linda.Parish@acu.edu.au
Contact me: All correspondence is best done via email. Please include the Unit
code “EDMA163” in the subject line. Expect a reply within two
working days. If you haven’t heard back by then please resend your
email.

Unit rationale, description and aim:

According to the Alice Springs (Mparntwe) Education Declaration (2019), “Every student must
develop strong literacy and numeracy skills in their earliest years of schooling”. To become an
effective early childhood educator or teacher, deep content knowledge of mathematics is required to
notice, model, investigate and explore mathematical ideas with young children and students using a
variety of approaches which will provide learners with the foundation for successful lifelong learning.
This unit uses a problem-solving approach and an emphasis on deep learning of important
mathematical content knowledge needed for recognising and understanding young children and
students’ mathematical knowledge. The mathematical focus areas include number and algebra,
measurement and space, and chance and data. There is a particular emphasis on pre-service
teachers/educators reflecting on their own understanding of these areas of mathematics and
engaging in problem-based tasks, discussions and research literature to broaden and deepen their
understanding. The content and assessment in this unit support this and embed this understanding
in everyday contexts. A consideration of the historical and cultural development of these focus areas
will situate mathematics in a multicultural and global society. The aim of this unit is to provide pre-
service teachers/educators with a deep understanding of foundational mathematical content
knowledge, which is required to effectively support mathematical ideas with young children and
students.

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Mode: Online – This unit is run fully online, with the option of attending a virtual face-to-face Zoom
session each week.
Duration: 12-week semester
You should anticipate undertaking 150 hours of study for this unit, including completion of all set
tasks presented on LEO, readings, weekly task sheets and assignment preparation.
“The time an individual student may commit, for example, to preparation or private
study, is very variable, so this ‘normal’ workload (150 hours) should be understood as
the time an average student would need to commit to obtain an average passing grade.”
(ACU Guidelines on Student Workload)
Below is a suggested breakdown of required unit components to assist you with your time
management planning.
Recommended Total Unit
Task Details Hours
Hours/Week
Orientation Initial reading of unit outline and online information 2
Self-directed Weekly content – in “booklet” on LEO 1 12
learning
Weekly readings – prescribed readings, reflecting on the 1.5 18
key content of the week; post online discussion of what you
learnt
Task sheets – weekly, independent work on problem-
2.5 30
solving tasks. All your work on these problems must be
brought to each tutorial.
Extended task 2 24

Self-directed Revisit/revise lecture content and clarify key ideas. It is 0.5

learning: post- your responsibility to ensure you understand all content.
24
tutorial
Complete any work from the tutorial Whole Class Task
and/or weekly task sheet. Reflect on the mathematical
ideas that were the focus of the week, and follow up any 1.5
areas of mathematics identified by you as needing further
attention and reflection to maximise your learning.

Assessment Assessment Tasks 1 and 2, and Exam Prep 40

Tasks

Total Unit Hours 150

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LEARNING OUTCOMES
The Bachelor of Early Childhood Education (Birth to Five Years), Bachelor of Education (Early
Childhood and Primary) and Bachelor of Education (Primary and Special Education) courses are
professional programs that require development of particular attributes for accreditation purposes.
These are also included in the learning outcomes.
On successful completion of this unit, you should be able to:
LO1 demonstrate enhanced understanding of mathematics including the correct use of terms,
notation and common errors in thinking (GA5; GA6; APST 2.1; ACECQA F3, F5)
LO2 explore and apply a variety of problem-solving strategies and computational approaches to
solving mathematical problems (GA4; GA5; APST 2.1; ACECQA B1, B4, F3)
LO3 explain the structure inherent in various mathematical systems and undertake mathematical
modelling (GA4; GA5, GA8; APST 2.1; ACECQA F3)
LO4 describe the historical and cultural development of mathematics and demonstrate how
mathematics is a powerful tool in making sense of the world (GA5, GA6, GA8; APST 2.1;
ACECQAE1, E2, F3).

ACU GRADUATE ATTRIBUTES

On successful completion of this unit, pre-service teachers should have developed their ability to:
GA4 think critically and reflectively
GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or
profession
GA6 solve problems in a variety of settings taking local and international perspectives into
account
GA8 locate, organise, analyse, synthesise and evaluate information.

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS GRADUATE LEVEL

On successful completion of this unit, pre-service teachers should have developed the ability to:
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the
content and teaching strategies of the teaching area.

ACECQA CRITERIA
B. Teaching pedagogies:
B1 Alternative pedagogies and curriculum approaches
B4 Teaching methods and strategies
C. Education and curriculum studies:
C2 Numeracy, science and technology
E. History and philosophy of early childhood:
E1 Historical and comparative perspectives
E2 Contemporary theories and practice
F. Early childhood professional practice
F3. Professional identity and development

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 F5 Research

CONTENT
Topics will include:
• Number Systems:
− Natural numbers and counting
− Whole numbers, integers, fractions
− Properties of numbers: base-10 system, multiples, factors, primes, number patterns
− Basic operations: addition, subtraction, multiplication and division
• Patterns and Algebra
• Space
− Two-dimensional and three-dimensional space: classification and properties
− Angles
− Position
• Measurement
− Length, time, area, volume and capacity
− Metric and other measurement systems
− Accuracy of measurement
− Estimation
• Chance and Data
• Problem solving and computational strategies
• Mathematical modelling
• Mathematics in other cultures
• History of mathematics
• Mathematics as empowerment.

QUALITY ASSURANCE AND STUDENT FEEDBACK

This unit will be evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online
surveys. SELT surveys are usually conducted at the end of the teaching period. Your practical and
constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the
SELT survey for the unit.
You can also provide feedback at other times to the unit lecturers, course coordinators and/or
through student representatives.

LEARNING AND TEACHING STRATEGY AND RATIONALE

Learning and teaching will take place through a combination of self-directed studies including
lecture-type content, video clips, academic readings, weekly tasks and extended tasks, and
reflection on learning experiences.
Teaching and learning strategies are designed to be flexible and promote self-regulated and guided
learning, underpinned by adult learning principles and will include:
• Content to enhance mathematical content knowledge;

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 • Tasks and activities to engage in, learning how to communicate mathematical ideas;
• Reading schedule and recommendations which involve directed reading as well as self-
directed study suggestions;
• Discussion Forum online postings and responses designed to encourage peer learning.
Technology Enhanced Learning
This unit uses ‘Learning Environment Online’ (LEO) for the provision of recorded lecture-type
content, required and/or further readings, weekly tasks and extended task materials, and other unit
resoures. The URL for the EDMA163 LEO site is https://leo.acu.edu.au/course/view.php?id=35732

SCHEDULE
For the most up-to-date information, please check the EDMA163 LEO site and also note advice
from your lecturing and tutoring staff for changes to this schedule.

Week/ Lecture Focus Tutorial/Workshop LO Readings

Week learning focus
beg.

1 Introduction Understanding the LO1 Pellissier, H. (2015). Why early math

Ways of thinking Conjecturing Cycle LO2 is just as important as early reading.
1 Mar about mathematics; for Mathematical
Investigations

2 Understanding Exploring the LO2 Whitenack, J. & Yackel. E. (2002).

Numeracy (the mathematical LO3 Making mathematical arguments:
8 Mar practice of modelling process The importance of explaining and
mathematics in real justifying ideas.
life)

3 Understanding our Whole Number LO1 Matney, G. T. & Daugherty, B. N.

Number System: Structure and LO2 (2013). Seeing Spots and
15 Conventions LO3 Developing Multiplicative Sense
Mar − Whole numbers LO4 Making
− Place Value
− The importance Wilson (2001). Zero: A special case.
of Zero

4 Algebraic Thinking: Understanding LO1 Robinson, A. (2018). Teaching and

Generalisations, variables and LO2 learning about patterns in pre-
22 Variables and equality as the LO3 school.
Mar Functional bases of algebraic
Taylor-Cox, J. (2003). Algebra in the
relationships notation
early years? Yes.

5 Understanding Understanding LO1 Clements, D. & Sarama, J. (2000).

Geometry: Geometric LO3a Young children's ideas about
29 2D Shapes language LO4 geometric shapes.
Mar − Classification
Gould, P. (2003). Grasping Space.
2 Apr − Properties
Good − Transformations
Friday

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 Common UA Vacation Week

6 Understanding Understanding LO1 Renne, C.G. (2004). Is a rectangle a

Geometry: Space and the LO3a square?
12 3D Objects position of objects LO4
Lehrer, R., & Curtis, C.L. (2000).
Apr − Properties and in space
Why are some solids perfect?
Location

Mathematics in the Workplace Assignment due by 11:59pm 18 April, 2021

7 Understanding the Understanding LO1 Mulligan, J., Prescott, A.,

Measuring measurement LO2 Mitchelmore, M., & Outhred, L.
19 Process: LO3 (2005). Taking closer look at young
Apr LO4 students' images of area
Underpinning big measurement
ideas for all
measurement Rogers (2011). A brief history of
attributes – time measurement
identical units,
iteration, transitivity

8 Understanding Generating and LO1 Aspinwall, L., & Shaw, K. (2000).

foundations of Interpreting Sample LO2 Enriching students’ mathematical
26 Chance and Space LO3 intuitions with probability games
Apr Probability
Denison, S., and Xu, F. (2009).
Twelve to 14-month-old infants can
predict single-event probability

9 Understanding Gathering, LO1 Gelman, R., & Meyer, M. (2011).

foundations of Data representing and LO2 Child categorization.
3 May and Statistics interpreting data: LO3
McDonald, A. (2015). Data.

10 Understanding our Rational Number: LO1 Gould, P. (2013). Australia’s next

Number System: visualising fractions LO3 top fraction model.
10 for deeper
− Rational Siebert, D., & Gaskin, N. (2006).
May understanding
number Creating, naming, and justifying
− Common fractions.
fractions

Folio Problems and Critical Reflection due by 11:59pm 16 May, 2021

11 Understanding our Rational Number: LO1 Martinie, S. (2014). Decimal

Number System: Decimals and LO2 fractions: An important point.
17 Percent LO3a
May − Rational Whitin, D. & Whitin, P. (2012).
number Making sense of fractions and
− Decimals and percentages.
Percent

12 Understanding the Proportional LO2 Shield, M., & Dole, S. (2008).

significance of Reasoning task: LO3 Proportion in middle school
Application of mathematics.

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 24 Proportional proportional Simic-Muller, K. (2015). Social
May Reasoning reasoning justice and proportional reasoning.
strategies Mathematics

Study Week

Examination period (7 June – 18 June)

Full list of prescribed readings (NB. these are all written in the required APA referencing format):
Week 1
Pellissier, H. (2015). Why early math is just as important as early reading.
https://www.greatschools.org/gk/articles/early-math-equals-future-success/
Week 2
Whitenack, J. & Yackel, E. (2002). Making mathematical arguments in the primary grades: The
importance of explaining and justifying ideas, Teaching Children Mathematics, 8(9), 524-527.
Week 3
Matney, G. T. & Daugherty, B. N. (2013). Seeing Spots and Developing Multiplicative Sense
Making, Mathematics Teaching in the Middle School, 19(3), 148-155.
Wilson (2001). Zero: A special case. Mathematics Teaching in the Middle School, 6(5), 300-303,
308-309.
Week 4
Robinson, A. (2018). Teaching and learning about patterns in pre-school. Teaching Children
Mathematics, 25(3), pp. 152-157.
Taylor-Cox, J. (2003). Algebra in the early years? Yes. Young Children, 58(1), 14-21.
Week 5
Clements, D. & Sarama, J. (2000). Young children's ideas about geometric shapes. Teaching Children
Mathematics, 6(8), 482 – 488.
Gould, P. (2003). Grasping Space. Australian Primary Mathematics Classroom, 8(2), 4-7.
Week 6
Renne, C. G. (2004). Is a rectangle a square? Teaching Children Mathematics, 10(5), 258-263.
Lehrer, R., & Curtis, C.L. (2000). Why are some solids perfect? Conjectures and experiments by
third grades. Teaching Children Mathematics, 6(5), 324-329.
Week 7
Mulligan, J., Prescott, A., Mitchelmore, M., & Outhred, L. (2005). Taking closer look at young
students' images of area measurement. Australian Primary MathematicsClassroom,10(2), 4−8
Rogers (2011). A brief history of time measurement. https://nrich.maths.org/6070
Week 8
Aspinwall, L., & Shaw, K. (2000). Enriching students’ mathematical intuitions with probability games
and tree diagrams. Mathematics Teaching in the Middle School, 6(4), 214-22
Denison, S., and Xu, F. (2009). Twelve to 14-month-old infants can predict single-event probability
with large set sizes. Developmental Science, 13(5), 1–6.
Week 9
Gelman, R., & Meyer, M. (2011). Child categorization. Wiley Interdisciplinary Reviews: Cognitive
Science, 2(1), 95-105.
McDonald, A. (2015). Data. In Amy MacDonald and John Rafferty (Eds.), Investigating Mathematics,
Science and Technology in Early Childhood, Oxford University Press, pp. 146-159.

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Week 10
Gould, P. (2013). Australia’s next top fraction model. Australian Primary Mathematics
Classroom,18(3), 5-12.
Siebert, D., & Gaskin, N. (2006). Creating, naming, and justifying fractions. Teaching Children
Mathematics, 12(8), 394-400.
Week 11
Martinie, S. (2014). Decimal fractions: An important point. Mathematics Teaching in the Middle
School, 19(7), 420-429.
Whitin, D. & Whitin, P. (2012). Making sense of fractions and percentages. Teaching Children
Mathematics, 18(8), 490-496.
Week 12
Shield, M., & Dole, S. (2008). Proportion in middle school mathematics. Australian Mathematics
Teacher,64(3), 10-15.
Simic-Muller, K. (2015). Social justice and proportional reasoning. Mathematics Teaching in the
Middle School, 21(3), 162-168.

ASSESSMENT STRATEGY AND RATIONALE

The assessment tasks and their weightings are designed to allow pre-service teachers to
progressively demonstrate achievement against the unit learning outcomes. The first two assessment
tasks are criterion-referenced, and designed to demonstrate that the learning outcomes have been
met. The third assessment task is an exam assessing independent achievement of learning outcomes
and content taught and practiced throughout the unit. These three assessments involve a variety of
task-types to challenge students’ learning, enable differentiation of achievement, and be equitable
and ethical. The assessments engage pre-service teachers in diverse forms of communication
including: A folio, a presentation and an examination.

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate achievement of each learning
outcome.
In order to pass this unit, students are required to submit all assessment tasks, to show learning in
each outcome throughout the unit, and achieve a grade of 50% or above in the unit overall.

ELECTRONIC SUBMISSION, MARKING AND RETURN

Turnitin will be used for submitting, marking, and returning of assessment tasks 1 and 2.
Assessment tasks will be returned within three weeks of submission. Assessment task 3 may be a
centre-based exam, or an online exam and will be assessed, and marks returned within three
weeks.

OVERVIEW OF ASSESSMENTS
Brief Description of Kind Due Date Weighting Learning Graduate APST ACEC
Outcome Attribute QA
and Purpose of Assessment Assessed Criteria
Tasks
Assessment Task 1
- Problem
Problem Solving Folio: 40% LO1, GA4, 2.1 B1,
solutions and
LO2, GA5, C3,
Pre-service teachers are critical
LO3, GA6, C5,
required to solve a range of reflection
LO4 GA8
problems reflecting on the components:

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 mathematical thinking and 16 May 2021 D1,
reasoning strategies used in by 11:59pm D2,
the solution process. The (end of Week F3
problems target the 10)
foundational knowledge
- Reading
required in each of the content
component:
areas.
Weekly
Assessment Task 2
Mathematics in the Workplace: 18 April 2021 30% LO2, GA5, 2.1 B1,
by 11:59pm LO3, GA6 B4,
Select a profession e.g.
(end of Week LO4 D1,
carpentry, retail manager,
6) D2,
chef, delivery person. Identify
F3
the mathematics used within
the profession in alignment
with the job requirements.
Provide real-life examples and
a range of solution strategies.
Assessment Task 3
Written examination: Examination 30% LO1, GA4, 2.1, B1,
demonstrating independent Period LO2, GA5, C3,
understanding of key LO3 GA6, C5,
mathematical content and GA8 F3
problem-solving skills.

ASSESSMENT TASK 1: Problem Solving Folio

Assessment Task 1 is a folio of work undertaken in the unit related to i) weekly readings reflections,
ii) completion of problems from the weekly task sheets; and (iii) engagement with weekly “extended”
tasks [Please see below for details on each of these components]. This folio reflects your Semester’s
work including your self-directed study, readings, and reflections on your mathematics learning. Note
that reflection is a key element of all three components of your Folio.

Due date: - Readings: weekly (LEO online discussion forum)

- Problem solutions and critical reflection: 16 May 2021 by 11:59pm
Weighting: 40%
Length and/or format: The folio will consist of: weekly reading discussion contributions; fully
worked and annotated problems; critical reflection on personal
mathematics learning. (Equivalent to 1200 words)
Purpose: The purpose of this assessment task is for students to reflect on their
mathematics learning through weekly readings and problem-solving
tasks undertaken throughout the unit, and to demonstrate the
development of efficient and effective problem-solving strategies. This
provides students with the opportunity to demonstrate an
understanding of the mathematical content, the use of appropriate
technology in problem solving, and of how mathematics is a powerful
thinking tool in making sense of the world.

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Learning outcomes assessed: LO 1, 2, 3 and 4
How to submit: Weekly reading contributions submitted via LEO discussion forum;
Problem-solving tasks - scanned copy of handwritten worked solutions
uploaded to LEO; Critical reflection word processed and submitted via
LEO.
Return of assignment: Reading component: will be monitored throughout the semester with
occasional feedback (either specific or general)
Marked rubrics and written feedback will be returned within three
weeks post-submission date.
Assessment criteria: Please see Appendix 1 for marking rubric with Assessment 1 criteria

Problem Solving Folio details:

Throughout this unit, you are required to keep an up-to-date Folio. The Folio consists of three
components:
1. A reflection on weekly readings. This component to be completed weekly via a Discussion
Forum on LEO.
2. Completion of, and mathematical reflections on, problems from the weekly task sheets.
3. Critical reflection on personal learning from the extended tasks and the unit’s work in
general.
Component 1: Weekly Readings
During this unit, you are required to read and reflect on the assigned readings (usually two readings
per week). Some readings are from education professional journals, others from education research
journals. You are expected to come to each workshop having engaged with, and reflected on the
readings.
There will be a Discussion Forum on LEO for you to discuss what you have learnt from these
readings weekly. EDMA163 Exploring Mathematics and Numeracy is about your learning of
mathematics, not your learning about teaching mathematics, so even though the readings may have
teaching components that you may like to reflect on in your own personal notes, the discussions you
post on LEO should be about your learning and/or understanding of the key mathematical ideas
presented in each reading. You may choose to discuss what you learnt, especially as related to the
set weekly content and tasks, or what you found particularly interesting, or you may want to pose a
question that arose from the reading, or reply to someone else’s contribution.
Your tutor will provide occasional feedback through this same discussion forum. Please read any
comments made by your tutor.
NB. Re-reading selected portions of the readings and reflecting on your ideas and the contributions
of others in the Discussion Forums about the mathematics involved, will further deepen your
understanding.
Component 2: Problem Solutions
Throughout the semester you will be completing mathematics tasks from weekly task sheets. All
problems need to be attempted, and you need to ensure you will be able to solve similar or related
problems independently in the future, as will be the situation during the examination. It is important
you demonstrate progress throughout the semester.
For the submitted part of this component of your folio you will present full written and annotated
solutions to selected problems (~6-8 problems) from these task sheets (you will be given a choice of

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which problems you can choose from). You will both solve the problems, and explain and justify
your problem-solving process and mathematical thinking and reasoning (NB. much of the focus of
this unit is learning how to do this).
You need to convince the “audience” that your solution is correct, or at least reasonable. You can
demonstrate this by including evidence of:
• Your interpretation of the problem (including any assumptions you may have made);
• Where you chose to start, and why;
• Which strategy you adopted to get started, and why (e.g., drew a diagram, acted it out, used
manipulatives, etc);
• Your mathematical reasoning throughout the solution process (e.g., did your initial strategy work,
or did you need to change direction? how did you know to what to do next? etc.);
• Any difficulties you encountered, and how you overcame these (e.g., collaboration with others,
looked up similar problems online, etc.).
• You may also discuss how you explored the mathematics further, for further clarification and/or
for further extension of your own mathematical knowledge and understanding.
You will need to upload a scanned copy of your handwritten and annotated worked solutions to LEO
by 16 May 2021, which is the end of Week 10.
Component 3: Critical Reflection of mathematics learning (500 words)
Each week an Extended Task will be posted for you to explore. You will have the opportunity to attend
an optional Zoom session each week to work on these tasks where you can discuss the mathematics
of the tasks.
You are to keep a record of your work on these tasks in a notebook (whether you attend the Zoom
session or not). You are expected to spend a minimum of two hours on each task to deepen your
understanding of the mathematics relevant to the Extended Task. This time should consist of spending
time engaging in the task, thinking back over what you learnt and/or discovered from doing the task,
and working on any aspects of the task that require further attention (re-visiting lecture content and/or
readings to assist with this where necessary).
The assessed component of these Extended Tasks (and the unit as a whole) will be a personal,
critical reflection of your own mathematics learning, i.e., what you discovered and/or learnt about
mathematics, and your own mathematical understanding, by engaging in these tasks. You need to
focus on, 1) what you have learnt about mathematics and your own mathematical understandings,
and 2) what you have learnt about the importance of your own understanding of mathematics for
meaningful engagement in society and success, especially in your future workplace as an Early-
Childhood (or Special Education) educator. As a critical reflection, consider preconceived ideas you
had about mathematics and mathematics learning, prior to this unit, and discuss whether these
preconceptions have been challenged, clarified or confirmed. Make links to lecture content, prescribed
readings, peer collaborations and/or any further reading, where appropriate, to support your reflection.
The reflection is to be Word processed, typed in Times New Roman 12pt or Calibri 11pt, with at
least 1.5 line spacing (this makes the assignment easier to read, and written feedback easier to
insert). APA referencing is to be observed for both in-text citations and the reference list. Correct
referencing is an extremely important part of academic writing (for academic honesty purposes);
contact either the library or Academic Skills for help with this if necessary.
The reflection is to be submitted via Turnitin by 16 May 2021, which is the end of Week 10.

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Assessment Task 2: Mathematics in the Workplace
For this assignment, you are going to explore the mathematics used in a workplace, and reflect on
the significance of this. Your findings will be presented as an electronic presentation (e.g., a
PowerPoint with embedded audio, or a video using Zoom or some other equivalent platform).
Due date: 18 April 2021 by 11:59pm (end of Week 6)
Weighting: 30%
Length and/or format: Electronic presentation. Equivalent to 1200 words
Purpose: For students to develop a strong understanding of the
mathematical requirements in everyday contexts. This is an
opportunity for students to explore how mathematics is used in
many different forms in every workplace.
Learning outcomes assessed: LO2, 3 and 4
How to submit: Submit this assignment electronically via LEO
Return of assignment: Marked rubrics and written feedback will be returned to students
within 3 weeks of the due date.
Assessment criteria: Please see Appendix 2 for marking rubric with Assessment 2
criteria

Mathematics in the Workplace Details:

• Identify a person you know who is in, or has been in, some sort of employment, that you will be
able to interview. This may be a family member, a friend or an acquaintance [but cannot be
yourself]:
• Prior to interviewing your chosen person, read some literature on mathematics in the workplace
(see LEO for some suggested articles), and list the mathematics you think might be associated
with the workplace your person is in. Use a mindmap, or similar, to represent this, briefly explaining
your choice of inclusions.
• Interview:
i. Plan some interview questions that will elicit the kinds of mathematics used in your
interviewee’s workplace. Make sure you elicit some specific and detailed information about
the mathematics used. Don’t just ask “what mathematics do you do in your work?” as often
the mathematics is obscure.
ii. Interview the person you know using your planned interview questions as a guide. Record
the interview if appropriate, but you will need to get the interviewee’s consent.
• If possible, visit your chosen person’s workplace and take some photographs of work being carried
out, or work areas that are representative of the workplace. **Note: You cannot just enter a
workplace and take photographs without permission. It may be more appropriate to source
photographs on the internet. Cite all sources (NB. Photo sources are included in-text with the
photo).

• Post Interview:
i. Revisit your mindmap, or similar, and add any uses of mathematics you had not previously
anticipated (using a different colour) and/or cross out any mathematics you thought would
be used, but is not (cross them out, don’t delete them). Briefly explain your amendments.

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 ii. Create a mathematics task based on the type of mathematics used in workplace you have
been researching. This may be a mathematical modelling task, an open-ended task, or
some other problem-solving task. The level of the mathematics should be equivalent to the
types of questions you have been completing in the weekly task sheets in this unit.
iii. Provide a completed work sample for your mathematics task, with clear evidence of your
mathematical thinking and reasoning (this may be through annotations of your work and/or
or a separate description).
iv. Write a brief reflection on your findings, considering:
− How was mathematics used in this workplace? Did anything surprise you?
− From your reading and/or from your interview, to what extent does mathematical
knowledge contribute to meaningful engagement in society?
− How does this relate to the mathematics students learn in school?
• Presentation: Present all your work as a PowerPoint presentation (with embedded audio) in the
following order:
1. Introduce the person you interviewed. Providing a description of the work they are
involved in, e.g., their place of employment – can be specific (e.g., Myer / IBM) or
generic (e.g. in a hospital / supermarket / own business, etc.), their position or role in
this place, how long they have worked there, etc. Include some photographs/pictures
to enhance your presentation.
2. Show and discuss your initial mindmap, describing the mathematics you anticipated
would be in that workplace.
3. Include your most informative interview questions, and relevant snippets of the
interviewee’s responses. Add more photographs here to enhance your presentation.
4. Show and discuss your amended mindmap, explaining the mathematics you had not
previously anticipated and/or any mathematics that you anticipated but is not involved.
Were any of the uses surprising/unusual?
5. Include and discuss your created mathematics task, together with your completed work
sample.
6. A brief reflection on your findings. Some possible questions to consider:
• How was mathematics a powerful tool in this workplace?
• To what extent does mathematical knowledge contribute to meaningful
engagement in society?
• How does this relate to the mathematics students learn in school?

The Audience:
The theoretical audience for your presentation is your fellow ACU students. The aim is to inform them
about the mathematics used in the workplace you investigated, and to demonstrate your
understanding of how mathematics is used in real-life contexts. Aim to inform, inspire and entertain
viewers of your presentation.

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Assessment Task 3: Written Examination
A two-hour examination consisting of a range of mathematical problems and written responses based
on content from the lectures, readings, whole class tasks, and problems from the EDMA163 weekly
task sheets.
Due date: During the Examinations period
Weighting: 30%
Length and/or format: 2 hour written examination. The exam will consist of a range of
mathematical problems requiring written responses, based on
content from the lectures, readings, workshops and problems from
the EDMA163 weekly task sheets.
Purpose: For students to independently demonstrate their understanding
of the key mathematical content of the unit.
Learning outcomes assessed: LO1 - demonstrate enhanced understanding of mathematics
LO2 - explore and apply a variety of
problem-solving strategies
LO3 - explain and demonstrate the structure inherent in various
mathematical systems
Assessment criteria: - Independent demonstration of mathematics understanding
- Communication of mathematical thinking and reasoning

REFERENCING
This unit requires you to use the APA referencing system.
See the ‘Academic referencing’ page of the Student Portal for more details.

ACU POLICIES AND REGULATIONS

It is your responsibility to read and familiarise yourself with ACU policies and regulations, including
regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and
responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the
Student Portal.

Assessment policy and procedures

You must read the Assessment Policy and Assessment Procedures in the University Handbook:
they include rules on deadlines; penalties for late submission; extensions; and special consideration.
If you have any queries on Assessment Policy, please see your Lecturer in Charge.
Please note that:
(1) any numerical marks returned to students are provisional and subject to moderation;
(2) students will not be given access to overall aggregated marks for a unit, or overall unit grade calculated by
Gradebook in LEO;
and,
(3) students will be given a final mark and grade for their units after moderation is concluded and official
grades are released after the end of semester.

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Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges
the thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policy
and the Academic Misconduct Procedures are available from the website. Please read them, and
note in particular that cheating, plagiarism, collusion, recycling of assignments and
misrepresentation are not acceptable. Penalties for academic misconduct can vary in severity and
can include being excluded from the course.

Turnitin
The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:
• students to improve their academic writing by identifying possible areas of poor citation and
referencing in their written work; and
• teaching staff to identify areas of possible plagiarism in students’ written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more
important. Information on avoiding plagiarism is available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the
Assignment submission details for each assessment task), you should submit your draft well in
advance of the due date (ideally, several days before) to ensure that you have time to work on any
issues identified by Turnitin. On the assignment due date, lecturers will have access to your final
submission and the Turnitin Originality Report.
Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be
used as a means of submitting, marking and returning assessment tasks and so a text matching
percentage will appear on your submission automatically.

FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND

TORRES STRAIT ISLANDER STUDENTS
Every campus provides information and support for Aboriginal and Torres Strait Islander Students.
Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.

STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your
Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please visit ACU Info section in the Student Portal.
• Academic Skills offers a variety of services, including workshops (on topics such as
assignment writing, time management, reading strategies, referencing), drop-in sessions,
group appointments and individual consultations. It has a 24-hour online booking system for
individual or group consultations.
• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be
involved with community projects.
• The Career Development Service can assist you with finding employment, preparing a
resume and employment application and preparing for interviews.
• The Counselling Service is a free, voluntary, confidential and non-judgmental service open
to all students and staffed by qualified social workers or registered psychologists.
• Disability Services can assist you if you need educational adjustments because of a
disability or chronic medical condition; please contact them as early as possible.

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ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS
The LEO page for this unit contains further readings/discussion forums.
https://leo.acu.edu.au/course/view.php?id=35732
You should note that it is your responsibility to monitor LEO activity, to monitor if any messages
have been posted for you, including particularly messages that might not have been forwarded to
you via email, and especially to check for feedback after submission of assessment tasks.
In addition, for this unit you will be required to use the following technologies:
A basic four-function calculator, various website tools to access further information to complete some
tasks, PowerPoint software (or equivalent), with embedded audio, for assignment presentation.

TEXTS AND REFERENCES

Required text(s)
Oxford University Press UK (2020). Oxford Student’s Mathematics Dictionary. Oxford, UK: Oxford
University Press. [NB. 2013 edition also acceptable]

Recommended and further references for extended reading

Bassarear, T. (2020). Mathematics for elementary school teachers (7th ed.). Boston, MA: Houghton
Mifflin.
Billstein, R., Libeskind, S., & Lott, J. W. (2016). A problem solving approach to mathematics (12th
ed.). Boston, MA: Pearson Addison Wesley.
Brady, K., & Winn, T. (2017). Maths skills for success at university. South Melbourne, Vic: Oxford
University Press.
Clarke, D. M. (1996). The case of the mystery bone: A unit of work on measurement for grades 5 to
8. North Ryde, NSW: The Mathematical Association of New South Wales.
De Klerk, J. (2019). Illustrated maths dictionary (5th ed.). South Melbourne, Vic: Pearson Education.
Haylock, D. (2019). Mathematics explained for primary teachers (6th ed.). London: Sage Publications.
MacDonald, A., & Rafferty, J. (2015). Investigating mathematics, science and technology in early
childhood. South Melbourne, Vic: Oxford University Press.
Saracho, O. N. & B. Spodek, B. (2007.), Contemporary Perspectives on Mathematics in Early
Childhood Education. Charlotte, NC: Information Age Publishing, Incorporated.
Thiel, O., & Perry, B. (2019). Innovative approaches in early childhood mathematics. New York, NY:
Routledge.
Waite, S. (2017). Children learning outside the classroom: From birth to eleven. London: Sage.

Further references
Brown, J. (2008). Structuring mathematical thinking in the primary years [Keynote Address]. In J.
Vincent, R. Pierce, & J. Dowsey (Eds.), Connected maths, Proceedings of the 45th annual
conference of the Mathematical Association of Victoria (MAV), (pp. 40-53). Melbourne: MAV.
Available online: Google “Structuring mathematical thinking in the primary years”
Johanning, D. & Mamer, J. (2014). How did the answer get bigger? Mathematics Teaching in the
Middle School, 19(6), 344-451.

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APPENDICES
Appendix 1 Assignment 1: Problem-Solving Folio marking rubric with assessment criteria
Appendix 2 Assignment 2: Mathematics in the Workplace marking rubric with assessment criteria

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 Assessment Task 1: Problem Solving Folio (40%) – Assessment Criteria
Extending the achievement of learning
Assessment Criteria
targets of the folio
(80%-100%)
Integrated Online discussions about readings
discussions about provide evidence of a commitment to
prescribed literature sustained personal mathematics
learning, and the development of
30% current knowledge and understanding,
throughout the unit. Discussions show
evidence of engagement with the
readings as part of the whole learning
process of the unit, with evidence of
further reading and/or reflections to
enhance this. Comments and/or
questions, in engagement with others
in the discussions, are exceptionally
insightful, going beyond the surface
content of the readings.
Mathematical Mathematics problems are completed
knowledge and with correct and justified solutions.
understanding Explanations and/or annotations
15% provide evidence of further self-
directed learning to enhance personal
knowledge and/or understanding.
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Achieving learning targets of the folio
(60%-79%)
Online discussions about readings are
regular, and show evidence of reflection
on personal mathematics learning.
Discussions provide evidence that the
student has engaged with the readings
with the purpose of furthering their own
mathematics content knowledge and
understanding. Connections between
readings and weekly tasks, lecture content
and/or peer collaborations show how the
readings have enhanced and/or supported
the student’s ongoing mathematics
learning. Engagement with others in the
discussion forum provides evidence of a
further deepening of personal
mathematics knowledge.
Mathematics problems are completed
with correct solutions that have been
justified. Explanations and/or annotations
provide evidence of perseverance with
difficult tasks and/or new learning (NB.
this may be new learning from the unit
content, or new learning from further self-
directed explorations).
Version: 202130
Working towards learning targets of
the folio
(40%-59%)
Online discussions about readings are
regular, and show evidence of some
reflection on personal mathematics
learning. Discussions provide some
evidence that the student has engaged
with the readings with the purpose of
furthering their own mathematics
content knowledge and
understanding, but there are limited
connections between the readings and
weekly tasks, lecture content and/or
peer collaboration.
Mathematics problems are completed
with some justification of final
solutions. Most of the mathematic is
correct, with explanations and/or
annotations providing some evidence
of new learning and/or perseverance
with difficult tasks.
Attempting to achieve learning
targets of the folio
(0%-39%)
Online discussions about weekly
readings are sporadic and/or
statements about readings are
mostly summarised notes, or
comments about teaching
mathematics rather than a
discussion about personal
mathematics learning.
Statements do not provide
sufficient evidence that student
has engaged with the readings
with the purpose of furthering
their own mathematics content
knowledge and understanding.
Mathematics problems attempted,
but with little evidence of
persevering with difficult tasks [NB.
this may be evidenced in submitted
folio problems and/or engagement
with weekly tasks as observed in
class collaborations]. The unit’s work
shows what the student can do, but
not what the student has learnt
throughout the semester, for
example, there are no explanations
or annotations, and/or incomplete
solutions are not followed through,
and/or the mathematics is mostly
incorrect.
Development of Problems have been solved using
the use of highly appropriate strategies and
appropriate processes, with excellent explanations
problem-solving and mathematical argumentations to
strategies and justify both the solutions and the
processes solution paths taken. Conjectures have
25% been made, tested, and modified
where necessary. Some
generalisations have been made,
showing sophisticated mathematical
thinking and reasoning.
Critical reflection The student’s reflection on their
of student’s own mathematical learning clearly indicates
mathematics the desire to continue to learn and
learning. understand more. Clear connections
30% between tasks, lecture content,
readings and peer collaborations, as
well as how further explorations – to
help with completing challenging tasks
and/or to investigate beyond
prescribed tasks – are described.
Insightful critical reflection of
previously held beliefs about
mathematics knowledge and
mathematics learning that have been
challenged, clarified and/or confirmed,
together with supported recognition of
the importance of mathematical
content knowledge for meaningful
engagement in society, and success in
future work environments.
Academic Folio conditions, as outlined in the task details, have been observed. Writing style appropriate for each section (i.e., discussion style for reading reflections, a well-
requirements and organised submission of handwritten problems, and academic writing style for critical reflection of learning). Appropriate standards of communication and
observation of task
conditions.
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Different problem-solving strategies have
been considered, and appropriate
strategies chosen for different problem-
solving contexts. Explanations of the
strategies and processes used are clear,
and show evidence of an increasing
sophistication of mathematical thinking
and reasoning and/or written
justifications throughout the unit. There is
evidence of conjecturing, and testing and
modifying conjectures where necessary.
There may be recognition of some
generalisations.
The student has successfully reflected on
their ongoing, personal learning in
mathematics, making valid connections
between prescribed tasks, lecture
content, readings and peer collaborations
as part of the learning process.
Evaluations of previously held beliefs
about mathematics knowledge and
mathematics learning that have been
challenged, clarified or confirmed provide
evidence of critical reflection. Supported
recognition of the importance of
mathematical content knowledge for
meaningful engagement in society, and
success in future work environments, is
clearly indicated.
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Some appropriate problem-solving
strategies have been used, and an
attempt has been made to explain and
justify the chosen approach. There
may be some over-reliance on less
efficient strategies, such as trial and
error, but there is some evidence of
trying other strategies and alternate
processes that have been introduced
throughout the unit. There may be
some evidence of conjecturing, but
this is not necessarily tested or
followed through.
An attempt has been made to reflect
on what the student has learnt
throughout the semester. Some
connections have been made between
prescribed tasks, lecture content,
readings and/or peer collaborations as
part of the learning process, but the
reflection lacks the critical element of
recognising and questioning previously
held beliefs about mathematics
knowledge, and mathematics learning,
that have been challenged, clarified or
confirmed throughout the unit. Some
general indication of understanding
the importance of mathematical
content knowledge for meaningful
engagement in society, and success in
future work environments.
Mathematics problems have been
attempted, but there is limited
explanation of the problem-solving
process, and/or problems have
mostly been solved procedurally
with no explanation of the
mathematics underpinning the
procedure. This means that, even if
answers are correct, there is limited
evidence of understanding the
mathematics and/or appropriate
problem-solving strategies and
processes.
The reflection is more a description
of work completed throughout the
semester rather than a consideration
of what was learnt. No connections
have been made between prescribed
tasks and lecture content, readings
or peer collaborations as part of the
learning process. There is limited
discussion about the student’s
understanding of mathematics as a
discipline, nor the importance of
personal mathematical content
knowledge for meaningful
engagement in society, and success
in future work environments.
 presentation observed throughout, as expected within the profession, including spelling, grammar, and written clarity. APA referencing requirements have been
adhered to.
NB. Marks will be deducted for inappropriate standards (up to 5% of total marks)
EDMA163 Assessment Task 2: Mathematics in the Workplace (30%) – Assessment Criteria
Extending the achievement of learning
Assessment targets of the task
Criteria
(80%-100%)
Quality of Very insightful interview questions
interview developed, with appropriate follow-up
questions to elicit questions used, to elicit detailed
mathematics use in descriptions of the mathematics used
the workplace in the selected workplace, providing
20% evidence of a clearly enhanced
understanding of the role of
mathematics in real-world contexts,
with evidence of extended reading of
appropriate literature to frame the
questions.
Organisation of The mindmap (or equivalent) provides
findings a comprehensive list and explanation
10% of the types of mathematics predicted
to be used in the selected workplace,
indicating an understanding of
mathematical processes and
application (numeracy) rather than
just mathematics skills. Explanations
indicate evidence of using literature to
extend understanding of how
mathematics may be used in the
workplace. Considerations from
interview findings included in a second
mindmap indicate recognition of how
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Achieving learning targets of the
task
(60%-79%)
Interview questions clearly
considered to elicit specific and
detailed descriptions of the
mathematics used in the selected
workplace, providing evidence of an
enhanced understanding of the role
of mathematics in real-world
contexts, with evidence of using
appropriate literature to frame the
questions.
The mindmap (or equivalent)
includes a well-considered list of the
types of mathematics that may be
used in the selected workplace, with
some focus on mathematical
processes and application
(numeracy) as well as skills.
Explanations indicate evidence of
using literature to help understand
how mathematics may be used in the
workplace. Considerations from
interview findings included in a
second mindmap indicate further
recognition of how mathematics is
Version: 202130
Working towards learning targets of the
task
(40%-59%)
Interview questions specific and detailed
enough to elicit the kind of mathematics
used in the selected workplace,
providing indicators of some
understanding that the role of
mathematics use in real-world contexts
goes beyond basic number skills, with
evidence of sourcing appropriate
literature, on the role of mathematics in
the workplace, to help frame the
questions.
The mindmap (or equivalent) indicates
an understanding of some types of
mathematics that may be used in the
selected workplace, with some
explanation, but mainly focused on
mathematics skills rather than processes
and application. Considerations from
interview findings included in a second
mindmap indicate some further
recognition of mathematics use in a real-
world context, with some explanation.
Attempting to achieve learning
targets of the task
(0%-39%)
Interview questions exhibit a
limited understanding of
mathematics use in real-world
contexts. E.g., questions are limited
to mathematical processes rather
than numeracy applications. Some
examples and links to the literature
on the role of mathematics in the
workplace may have been
provided, but with limited evidence
of application of these.
Task conditions not observed, e.g.,
no mindmap (or equivalent)
included; only one mindmap (or
equivalent) included; no/limited
explanation of predicted
mathematics; no/limited post-
interview considerations.
 mathematics use in a real-world
context can be covert. Clear
explanations of what was added
and/or removed, and why, are
included.
Demonstration of The mathematics task created is
mathematical clearly connected to the type of
thinking and mathematics used in the selected
understanding – workplace, with a focus on an
created task authentic problem to solve. The task
10% requires an extensive mathematical
thinking and reasoning problem-
solving approach.
Demonstration of The worked sample of the created task
mathematical indicates a very clear understanding of
thinking and the processes of mathematical
understanding – thinking and reasoning. Annotations
task completion and/or descriptions of the solution
20% paint a clear picture of how the
problem was approached and solved,
placing the reader inside the head of
the problem-solver. The solution is
correct and justified.
Reflection of The reflection on the mathematics in
learning the workplace task includes some
25% fascinating insights into the uses of
mathematics in real-life. The well-
articulated discussion about how
mathematics is important for
meaningful contribution to society
includes a description of how
mathematics is a powerful tool in
making sense of the world. The
reflection makes well-informed links to
Page 21 of 22
used in a real-world context, with
explanations of what was added
and/or removed, and why.
The mathematics task created is
clearly connected to the type of
mathematics used in the selected
workplace. The task elicits significant
higher-order mathematical thinking
and reasoning.
The worked sample of the created
task indicates an understanding of
the processes of mathematical
thinking and reasoning. Annotations
and/or descriptions of the solution
paint a good picture of how the task
was approached, and the thinking
and reasoning involved in the
problem-solving process. The
solution is correct.
An insightful reflection on the
mathematics in the workplace task
indicates a good understanding of
how mathematics is used in real-life.
The discussion about how
mathematics is important for
meaningful contribution to society as
a whole, and how this relates to the
mathematics learnt at school, is
clearly informed and well-
articulated.
Version: 202130
The mathematics task created is
somewhat connected to the type of
mathematics used in the selected
workplace. The task is basic, but allows
for some level of mathematical
reasoning, as opposed to a simple recall
of facts or the application of a learned
procedure.
The worked sample of the created task
indicates a developing understanding of
the processes of mathematical thinking
and reasoning. Annotations and/or
descriptions of the solution process
provide some indication of the thinking
and reasoning that took place in solving
the problem. The mathematics is mostly
correct.
The reflection on the mathematics in the
workplace task indicates a developing
understanding of how mathematics is
used in real-life, and how it is important
for meaningful contribution to society.
There is some informed discussion on
how this relates to the mathematics
learnt at school.
The mathematics task created does
not connect to the type of
mathematics used in the selected
workplace and/or the task is at a
basic skills or procedural level only.
The worked sample of the created
task provides limited evidence of
mathematical thinking and
understanding, due to either: a
solution provided with no
description of the thinking
processes, and/or a procedural
approach only, and/or a mostly
incorrect solution.
The reflection on mathematics in
the workplace, and the link
between mathematics in authentic
contexts and “school
mathematics”, indicates a surface
understanding, with little
integration between personal
opinion and critical reading and/or
reflective analysis of the interview.
 how the findings relate to the
mathematics learnt at school.
Quality of A captivating presentation with all
presentation requirements observed. An
15% informative and entertaining
introduction frames the submission.
APA referencing has been consistently
adhered to. Spelling/grammatical
structure correct, and a level of
sophistication is evident in the
formatting. The way the assignment is
presented is an integral part of the
submission.
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A professional standard presentation
with all requirements observed. An
informative and interesting
introduction frames the submission.
APA referencing requirements have
been adhered to. Spelling/
grammatical structure correct, and
clear attention to formatting evident.
The way the assignment is presented
enhances the submission.
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Presentation requirements mostly
observed. Clear attempt to adhere to
APA referencing requirements.
Spelling/grammatical structure mostly
correct. Formatting is consistent. The
way the assignment is presented helps
frame the submission.
Presentation requirements not
fully observed. Clear violations of
APA referencing requirements are
evident. Spelling/grammar errors
evident. Formatting inconsistent.
The presentation does not add to
the quality of the submission.