Course Title: Numeracy 3: Developing a Sense of Number

Part A: Course Overview

Course Title: Numeracy 3: Developing a Sense of Number

Credit Points: 12.00


Course Code




Learning Mode

Teaching Period(s)


Bundoora Campus


360H Education


Sem 2 2011,
Sem 1 2012,
Sem 2 2012,
Sem 2 2013,
Sem 2 2014,
Sem 1 2015,
Sem 2 2015,
Sem 1 2016,
Sem 2 2016,
Sem 1 2017,
Sem 2 2017


Brunswick Campus


360H Education


Sem 2 2012,
Sem 2 2013,
Sem 2 2014,
Sem 2 2015,
Sem 2 2016,
Sem 2 2017

Course Coordinator: Professor Dianne Siemon

Course Coordinator Phone: +61 3 9925 7916

Course Coordinator Email:

Course Coordinator Location: 220.3.33

Pre-requisite Courses and Assumed Knowledge and Capabilities

Numeracy 2: Developing a Sense of Measurement, Data, Chance and Space

Course Description

This is a core course that focuses on a conceptually-rich, strategy-driven approach to the teaching and learning of Number in the primary school. Students will be introduced more formally to the links between theory and practice, and relevant aspects of the Victorian Essential Learning Standards. A strong emphasis will be placed on developing a deep understanding of the concepts, skills, and strategies needed to recognise and respond appropriately to student learning needs and create effective learning environments for all students. This course will also explore teaching practices that incorporate appropriate language, materials, tools, representations, and activities which connect to the world of the learner and encourage students to work mathematically.

Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to:
• Deepen their understanding of the key ideas and skills that underpin the Number strand of primary mathematics curricula and the everyday contexts in which they occur.
• Acquire the necessary knowledge and skills to probe students’ understanding of key Number concepts and strategies, and develop a capacity to observe, interpret and respond appropriately to mathematical learning needs.
• Develop a positive and confident attitude towards the teaching of mathematics, a critical awareness of current approaches to the teaching and learning of Number in the primary school, and a capacity to plan and implement effective mathematics learning situations.
• Become familiar with relevant resources including, assessment and reporting tools, and strategies to support differentiated teaching and thinking and working mathematically across the curriculum.
• Deepen their knowledge of local, state and national curriculum and policy documents for school mathematics and numeracy.

Upon completion of this course students will be able to:
• Demonstrate knowledge of the key concepts, skills and strategies involved in the teaching and learning of Number in the primary school.
• Plan, implement, and evaluate effective mathematics learning situations to address a range of learning needs, promote the negotiation of meaning and support the developmentment of students’ problem solving and thinking skills in relation to Number.
• Select and implement a variety of appropriate resources for the teaching of mathematics.
• Observe and interpret students’ mathematical behaviour and use a range of assessment tools to identify student learning needs and plan effective learning activities to meet those needs.

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.

VIT Standards
This course is aligned with the following standards:
• Teachers know the content they teach.
• Teachers know their students.
• Teachers plan and assess for effective learning.
• Teachers use a range of teaching practices and resources to engage students in effective learning.

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

See part B

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, observation, report, test, written, oral or performance based assessment).

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