Details for CRS224 Curriculum Studies – Mathematics: Part A

This subject aims to develop in each Teacher Education Students (TES) the ability to effectively teach Mathematics to secondary school students as offered in the Years 7-10 syllabuses as developed by NESA and ACARA. This course provides an introduction to curriculum, pedagogy and assessment for teaching and provides TES with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice as well as critically engaging with models of pedagogy. The TES will be exposed to the socio-cultural and multicultural contexts of mathematics, critiquing a range of teaching methods and approaches, with a view to developing their own philosophy and teaching approach. Strategies for embedding technology into lessons will be explored, as well as assessing mathematics knowledge, skills and understanding. 

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: CRS224
• Credit points: 10

Subject Coordinator

Prerequisite

The following courses are prerequisites:

• EDU103 Foundations of Christian Education
• EDU116 Introduction to Learning Theory
• At least one major/minor subject in Mathematics  

Unit Content

Outcomes

1. Analyse the ACARA and NESA Years 7–10 Mathematics syllabuses, demonstrating knowledge and understanding of their structure, content, and key concepts, and evaluating their significance for shaping teaching practice.
2. Explain foundational curriculum ideas and pedagogical models in mathematics, discussing their relevance for teacher practice,  student learning, and contemporary, diverse classrooms.
3. Apply principles of lesson and unit design, aligning curriculum outcomes with pedagogy and resources (including ICT), and evaluate their relevance for effective mathematics teaching in Years 7–10.
4. Explain theories of engagement, motivation, and socio-cultural perspectives in mathematics education, recognising their significance in addressing mathematics anxiety, promoting inclusivity, and embedding Aboriginal, Torres Strait Islander, and multicultural perspectives.
5. Demonstrate understanding of questioning techniques and communication strategies that support reasoning, problem-solving, and mathematical literacy in contemporary classrooms.
6. Evaluate the role of ICT in mathematics learning and assessment, applying strategies for formative and summative assessment that provide meaningful feedback and support student growth.
7. Reflect on approaches to differentiation and inclusive practice,  And explain how curriculum, pedagogy and assessment inform effective mathematics teaching

Subject Content

1. Course Orientation and Curriculum Foundations
2. Curriculum Discourses and Teacher Knowledge
3. Models of Pedagogy in Mathematics 
4. Designing Learning for Years 7-10 Mathematics 
5. Engagement, Motivation and Classroom Practices 
6. Mathematics in Socio-Cultural and Multicultural Contexts 
7. Questioning and Communication in Mathematics
8. Technology in Mathematics Education  
9. Assessment in Mathematics 
10. Differentiation and Catering for Diverse Learners 
11. Teacher Philosophy and Professional Practice 
12. Integration and Future Practice 

This course may be offered in the following formats

• Face to face (intensive)
• E-learning (online/asynchronous)
• E-learning (online/synchronous)

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

1. Entrance Mathematics Test (5%)
2. Critical Discussion Paper  (25%)
3. Video Lesson & Reflection (30%)
4. Unit of Work Portfolio (40%)

Prescribed Text

No prescribed texts applicable.