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EDX3280 Mathematics Curriculum and Pedagogy

Semester 1, 2012 Online Toowoomba
Units : 1
Faculty or Section : Faculty of Education
School or Department : Education
Version produced : 30 December 2013

Contents on this page


Examiner: David Martin
Moderator: David Jones


Educators of primary and middle school mathematics need both an understanding of and an appreciation for the key mathematics concepts and skills that are embodied in the mathematics curriculum. Educators also need to be competent in planning for, and responding to, the mathematical needs of individual children within today's technologically rich learning environments. One of the more effective ways to achieve this is to have educators link their own understanding of mathematical concepts with their emerging personal and practical theories of teaching mathematics.


Students will examine a variety of concepts from each strand within the primary school and middle school mathematics curriculum. Past and present practices will be critically examined in the light of research findings, curriculum documents and teaching practice. These practices will be analyzed, compared, adapted, modified and refined in the context of group discussion and guided workshop activities. Readings, computers and focus questions will be used to help students identify and address challenges faced by the typical teacher of mathematics. Students will be encouraged to build frameworks for thinking about and articulating their own approaches to teaching mathematics. Components making up the first assessment item will be integrated into these workshops and assessed on a continuous ongoing basis.


The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:

  1. demonstrate competence in the use of materials, language, symbols, games, structured activities, and teaching aids including ICT for the development of mathematical concepts, skills and strategies related to the space, measurement, statistics and probability, and algebra strands [Assessment 1,2]
  2. demonstrate competence in linking the development of numeracy skills across the different strands; [Assessment 1,2]
  3. demonstrate an awareness of the desirability of fostering favourable attitudes towards involvement in mathematics and of the intellectual, behavioural and social actions required by children and their teachers in the construction of mathematical concepts, skills and strategies [Assessment 1,2]
  4. demonstrate a knowledge of good planning and implementation practices in primary mathematics and an ability to analyse and reflect upon activities and learning sequences [Assessment 1, 2]
  5. demonstrate confidence, competence and enthusiasm as teachers of mathematics who are able to articulate and justify their personal philosophy upon which they will ground their teaching of primary mathematics [Assessment 1].
  6. demonstrate a knowledge of assessment and reporting procedures [Assessment 1]
  7. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. [Assessment 1]


Description Weighting(%)
1. Patterns and Algebra strand: Contemporary theory and practice 20.00
2. Measurement strand: Contemporary theory and practice 20.00
3. Statistics and Probability strand: Contemporary theory and practice 10.00
4. Geometry strand: Contemporary theory and practice 20.00
5. Current theories of teaching and learning mathematics 10.00
6. Use of ICT in teaching primary and middle school mathematics 10.00
7. Strategies for making connections across the mathematics strands 10.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

  • Van de Walle, J (2010), Elementary and middle school mathematics: Teaching developmentally, 7th edn, Pearson, Sydney.
  • (Subscription to

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
  • Bennett, A., & Nelson, T (2010), Mathematics for elementary teachers: a conceptual approach, 8th edn, WCB McGraw-Hill, Boston.
  • Booker, G., Bond, D., Sparrow, L., & Swan, P (2009), Teaching Primary Mathematics, 4th edn, Pearson, Sydney.
  • Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., & Suydam, M. N (2009), Helping children learn mathematics, 9th edn, John Wiley & Sons, Brisbane.
  • Van de Walle, J., & Lovin, L (2006), Teaching Student-Centered Mathematics: Volumes 1, 2 & 3, Pearson, New York.
  • Whether you are on, or off campus, the USQ Library is an excellent source of information

Student workload requirements

Activity Hours
Directed Study 70.00
Independent Study 70.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
EXAMINATION 50 50 End S1 (see note 1)

  1. Students will be advised via UConnect of examination date(s) when the official examination timetable has been released.

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the studentsí responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the total allocated marks for each assessment

  3. Penalties for late submission of required work:
    If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.

  6. Examination information:
    Closed Examination: Candidates are allowed to bring only writing and drawing instruments into the Closed examination

  7. Examination period when Deferred/Supplementary examinations will be held:
    Any Deferred or Supplementary examinations for this course will be held during the next examination period.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide.

Other requirements

  1. Students will require access to e-mail and have reliable broadband Internet access for this course.