This subject equips Teacher Education Students (TES) to teach K–2 mathematics and numeracy with strong content knowledge and evidence-informed pedagogy aligned to NSW Mathematics K–10 (2022) and ACARA v9. TES develop deep understanding of early-years concepts—subitising, counting principles and cardinality, teen numbers as ten + ones, part–part–whole within 20, equal groups/fair share, informal units for length/area, and time to the hour/half-hour—and learn to teach through Concrete → Pictorial → Symbolic (C→P→S) progressions and explicit instruction (model → guided → independent). The subject emphasises brief diagnostic probes, checks for understanding, spaced retrieval, and child-friendly learning intentions/success criteria, alongside differentiation for EAL/D, students with disability, and culturally responsive approaches for Aboriginal and Torres Strait Islander learners. TES design sequenced lessons, use moderation and assessment for learning, and apply safe, purposeful ICT (evidence capture, simple progress monitoring, plain-language communication with parents/carers). A Christian worldview frames ethical, relational practice—care, fairness and purpose—valuing every child and community.