Course Title: Support students' mathematics learning for numeracy

Part B: Course Detail

Teaching Period: Term2 2015

Course Code: TCHE5795C

Course Title: Support students' mathematics learning for numeracy

School: 360T Education

Campus: Brunswick Campus

Program: C5290 - Diploma of Education Support

Course Contact : Soosan Kian

Course Contact Phone: +61 3 9925 9183

Course Contact

Name and Contact Details of All Other Relevant Staff

Armen Dickranian 9925 9494

Soosan Kian  9925 9183

Nominal Hours: 45

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

No specific pre-requisite and co-requisite.

Course Description

This course describes the skills and knowedge required by education support workers to work with teachers to support students developing their mathematics skills for numeracy, including using number, measurement, estimation and problem solving.  The course provides skills and knowledge to enable education support workers to work with the teacher to develop resources to reinforce mathematics skills for numeracy across the curriculum and to support students during various phases in the acquisition of numeracy competence

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS408A Support students' mathematics learning for numeracy


4 Design resources to support mathematics learning for numeracy

Performance Criteria:

4.1Plan learning environments and activities in advance with the teacher/s
4.2Design resources, in consultation with teacher/s, to reinforce mathematical knowledge and skills, while fulfilling curriculum requirements
4.3Design resources to suit the developmental level of the students, as determined by the teacher/s


1 Facilitate application of mathematics skills for numeracy

Performance Criteria:

1.1Identify and explain a variety of numeracy demands and opportunities in daily life
1.2Demonstrate the different functions of mathematics using activities and examples
1.3Monitor students' understanding and use of mathematics through observation, listening and conversation, and provide information to teachers to inform planning
1.4Identify factors affecting acquisition of mathematics skills for numeracy and discuss with the teacher/s
1.5Develop numerate understandings appropriate to students' culture, age, abilities, interests and needs
1.6Use examples and activities to highlight and explain applications of mathematics for numeracy to scaffold learning
1.7Model use of mathematics skills appropriate to a range of life and workplace situations relevant to specific students


2 Support students to develop mathematics skills for numerate understanding

Performance Criteria:

2.1Determine strategies for supporting students in the application of mathematics skills for numeracy in consultation with the teacher/s
2.2Implement planned strategies to enhance the abilities of students and address their individual needs
2.3Encourage students to problem-solve using mathematics knowledge and skills in everyday life contexts
2.4Use explicit talk to focus students on specific mathematics knowledge and skills to be numerate


3 Enhance students' mathematics knowledge and skills through structured activities

Performance Criteria:

3.1Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students' learning
3.2Implement strategies devised with teacher/s to develop students' skills in the use of mathematics for numeracy understanding
3.3Use planned strategies to engage students in identifying mathematical knowledge and skills for numeracy across all key learning areas
3.4Encourage students to improve mental computation and calculation skills using strategies appropriate to students' developmental levels
3.5Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology
3.6Encourage students and build their confidence to attempt problem solving that requires the use of mathematics knowledge and skills

Learning Outcomes

This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.  On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.

Details of Learning Activities

You will study this unit with several other units on the same day. Your program consists of face to face teaching, Directed Study and you are expected to participate in professional placement. It is highly recommended that students attend all classes as crucial learning activities, assessment task preparation  and some assessment tasks are completed in class. You are not required to attend to complete Directed Study, however you are expected to complete all work given and will at times be required to show evidence that the work has been completed in this unit. Directed Study is a very important part of your program. An outline of your Directed Study will be given by your teacher and is published in the Weekly Program Delivery Plan.
The student learning experience will be facilitated through participation in a range of activities: 

  • Group discussion 

  • Research assignments

  • Guest speakers

  • Oral and/or written questions on "What if?" scenarios

  • Realistic simulations and role play
  • Practical demonstrations and direct observation of actual work and simulated work practice
  • Oral Presentations
  • Individual and group projects - Completing the projects will include negotiated independent study time and practical work relevant to the unit of competency. 

  • Professional placement

Teaching Schedule

Program Dates:
Sememster 1

9 February - 19 June, 2015

Easter Break 2 April - 7 April, 2015
Mid semester break 7 April -10 April, 2015

Semester 2

13 July - 27 November, 2015

Mid Semester break
21 September - 2 October, 2015

Melbourne Cup Day - 3 November, 2015

This unit will be delivered weekly.  The times will be outlined in the program delivery plans which are updated each week. 

Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources.  Should the teaching schedule change students will be advised via blackboard.
Library Orientation & an RMIT Online Systems Information Session will be scheduled during the first two weeks of your program. Information about student services, rights and responsibilities is contained in your student diary.

This unit is clustered with CHCFC505A Foster cognitive development in early childhood.

WeekCHCEDS408A Support students’ mathematics learning for numeracy





1Subject and Student Introductions 1,2 
2Analysis/Discussion of numeration systems

Games involving place value

The four basic functions

Promoting enquiry and mathematical thinking
Creative use of inexpensive resources to stimulate children’s interest

 1,3,4 1,2
3Place value games (including reflection)

Open-ended questions

‘Sense of number’ with probability

 1,3,4 2
4Further workings with probability

Scenario: Focus on subtraction

 1,2,3 1

Introduction to Order of Operations (BODMAS)

Mathematical problem-solving strategies

 1,2 1
6Order of operations: Another perspective

Multiplication: Another perspective

 1,2,4 1,2
Focus on times tables

Multiplicative thinking (Activity)


Factors and Prime numbers

Use the environment to stimulate children’s curiosity

 1,2 1,2

Small maths activities
(Michael Ymer)

Modelling strategies for children

 3,4 2
 10Cognitive development in Numeracy (Piaget)

Introduction to Directed numbers

 11Theory of directed numbers

Application of directed numbers

 12Directed numbers: Group Activity

Introduction to fractions

 13Addition and subtraction of fractions

Multiplication of fractions

Modelling strategies
Supporting and encouraging children’s unconventional and innovative use of materials



Multiplication and Division of fractions

The complexities of Division


The relationship between decimals, percentages and fractions

Problem solving processes and tools or strategies to facilitate children’s problem solving


Focus on Problem Solving

Encourage children to predict, hypothesise, explain, reason and express their ideas and opinions


Bloom’s Taxonomy in Numeracy and Science

Arrange experiences that stimulate children to explore and discuss diverse objects, people and places


Focus on Placement experience

Mid-year interviews


Introduction to graphical representations

Promote children’s enquiry and mathematical thinking

 20Application of data

Introduction to central tendency (Includes exercise)

Relationship between graph & central tendency

 21Conceptualising means and medians on graphs

Creating representations of data

 1,2,3,4 1,2
 22Measurement estimations

Metric conversions

Perimeters and circumferences

 23Application of Perimeter, Area and Volume 1,2 
 24Application of area and basic Total Surface Area

Volume of shapes

 25Application of measurement to solve problems 3,4

Focus on Early level numeracy

Problem solving processes and tools or strategies to facilitate children’s problem solving

 27In-class measurement assessment 3,41,2 

Focus on numeracy games observed on placement

Experiences that stimulate children to explore and discuss diverse objects, people and places

 2,3,4 1,2

Overview of various numerical activities

Introduction to Algebra

 30Further content on Algebra

Expressing scenarios as algebraic equations

Creative use of inexpensive resources to stimulate children’s interest and curiosity

 31Discussion about Algebra in schools

Introduction to Indices

The role of language in worded problems

 32Focus on material to be addressed in final Assessment Task 1,2,3,4 
 33Hemispheric dominance

Plasticity of the brain


Budgeting with spreadsheets on Microsoft Excel

Resource Folios reviewed

 3,4 2
 35Cognitive development according to Vygotsky and Gardner 2
 36Reflection and review of Workplacement numeracy and science experiences 4 




Learning Resources

Prescribed Texts


Other Resources


There are no set texts in this course. RMIT will provide you with resources and tools for learning in this course through handouts, our online systems and access to facilities and relevant software. You will also have access to the library resources. It is recommended that you bring:

• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones (use your own or they can be purchased from the Brunswick Library very cheaply)
• USB (Memory stick)

Overview of Assessment

You must demonstrate an understanding of all elements of the competencies in order to be deemed competent.
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Work-based activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more. 
An assessment policy summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures see 

Assessment Tasks

Assessment task 1 (Week 7) - Calculation and anlysis of Order of Operations

Assessment task 2 (Week 17) - Calculation and visual representations of Fractions

Assessment task 3 (Week 25) - Open-book test on Measurement application

Assessment task 4 (Week 34) - Resource Folio

Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
Assessment tasks in this course are either formative or summative. Formative tasks provide the basis for ongoing feedback and can be considered essential building blocks for the more substantial summative assessment tasks. Summative assessment tasks in this unit are assessed using the following competency based results:

CC – Competency credit
CA – Competency achieved
NYC – Not Yet Competent

You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.

All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.

All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.

If you are found to be Not Yet Competent in a Course Assessment Task you will be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission. The highest grade you will receive if your resubmission is successful is ‘CA’

Assessment Matrix

The assessment mapping demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit. The assessment mapping grids for units will be available on Blackboard for students to access.

Other Information

Attendance - The major learning experience involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students will be asked to attend mid semester interviews with relevant teachers and Program Coordinator.

Special Consideration - All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Please see the RMIT website for further information.

Academic Integrity and Plagiarism - RMIT University has a strict policy on plagarism and and academic integrity. Please refer to the website for more information on this policy.


Course Overview: Access Course Overview