Course Title: Numeracy 1: Introduction to School Mathematics and Numeracy

Part A: Course Overview

Course Title: Numeracy 1: Introduction to School Mathematics and Numeracy

Credit Points: 12

Course Code




Learning Mode

Teaching Period(s)


Bundoora Campus


360H Education


Sem 2 2006,
Sem 2 2007,
Sem 2 2008,
Sem 2 2009,
Sem 2 2010,
Sem 2 2011,
Sem 2 2012,
Sem 2 2013


Bundoora Campus


360H Education


Sem 1 2006,
Sem 1 2007,
Sem 2 2006


Brunswick Campus


360H Education


Sem 2 2009,
Sem 2 2010,
Sem 2 2011,
Sem 2 2012,
Sem 2 2013

Course Coordinator: Margarita Breed

Course Coordinator Phone: +61 3 9925 6632

Course Coordinator

Course Coordinator Location: 220.03.06

Pre-requisite Courses and Assumed Knowledge and Capabilities


Course Description

This is a core course that focuses on why and how the teaching of school mathematics has changed in response to an increased focus on numeracy, and recent research on the teaching and learning of mathematics. There is a strong emphasis on extending students’ own knowledge and confidence in the mathematics. Students will participate in the practices and strategies that primary school teachers use to enhance student learning in mathematics/numeracy. These include open-ended questions, problem solving, rich tasks and investigations, mathematical games, and innovative uses of ICT and multimedia.

Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to:
• Explore their understanding of mathematics, as well as their attitudes to and beliefs about mathematics, particularly those that may affect their capacity to teach mathematics in an engaging, supportive and stimulating way.
• Gain an overview of the mathematical concepts and strategies that underpin the development of numeracy at primary school.
• Understand the importance of designing rich and exciting mathematical learning experiences for students at primary school to lay the foundation for continued numeracy development in all subject areas.
• Develop strategies to promote the development of mathematical problem solving and thinking skills necessary for primary school students living in a technological age.

Upon completion of this course students will be able to:
• Display a critical understanding of what it means to be numerate in a rapidly changing information and technology-rich society, and a willingness to further their knowledge and confidence in this area.
• Demonstrate an emerging understanding of the major concepts and processes associated with the development of: number sense; measurements and data sense; a sense of space; and a positive orientation towards the teaching of mathematics and numeracy at this level.
• Demonstrate an awareness of contemporary mathematics curricula, pedagogy, and resources to support the teaching and learning of primary school mathematics/numeracy.
• Defend the importance of rich conceptual mathematics knowledge as the foundation for numeracy development and recognise the importance of creating rich mathematical learning environments to promote the development of primary school students’ problem solving and thinking skills.

ICT Outcomes
At the conclusion of this course, students will have demonstrated and/or acquired the following ICT capabilities:
• Awareness of a range of contemporary ICT resources suitable for the classroom.
• Skills in using ICT for communication, presentation, task preparation and implementation.
• Personal proficiency in using ICT.

VIT Standards
This course is aligned with the following standards:
• Teachers know the content they teach.
• Teachers create and maintain safe and challenging learning environments.

Overview of Learning Activities

Students’ learning in this course will involve a range of activities including lectures, tutorials, practical activities, assigned tasks, individual research, collaborative group work, discussion, and critical reflection. A major emphasis will be placed on an interactive, activity-centred, inquiry-oriented approach to learning.

Overview of Learning Resources

A range of learning resources are available to you.

Overview of Assessment

Assessment tasks are directly linked to the stated objectives and outcomes. Assessment in the course will be both theoretical and practical in nature. A range of formative and summative assessment types will be incorporated into the course (for example designing numeracy resource kits and evaluation of students’ own understanding of numeracy).

Students should refer to Part B of the course guide for further information on assessment.