This unit focuses on mathematical content knowledge for teaching, pedagogical content knowledge, and the development of your confidence, creativity, and communication skills for teaching mathematics to primary school students. You will reflect on your own experiences of learning mathematics, assess your understanding of the mathematics needed to teach primary school students and develop an inquiry plan designed to extend your skills, knowledge and understanding of mathematical concepts. The mathematical content focus in this unit is measurement and geometry, statistics and probability. You will assess and develop your own skills, knowledge and understandings of the concepts in measurement, geometry, statistics and probability. You will engage in mathematical problem solving involving rich tasks, open questions and cross curricular contexts as you extend your knowledge for mathematics teaching.

You will also investigate the curriculum and strategies for teaching these topics to primary school students. This will involve consulting research on effective approaches for teaching, examining teaching sequences and real world contexts, as well as exploring effective mathematical models and approaches for developing deep and connected mathematical understandings. This unit contributes to the course intentions of: strengthening the connection between theory and practice; ensuring that graduate teachers have deep and developing connected understandings of the content they are teaching; and the pedagogical approaches for implementing the curriculum in mathematics as part of a STEM curriculum. This unit also connects with the course learning outcome of demonstrating understanding of a broad and coherent body of content knowledge and pedagogy.

Unit details

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This unit is only for students undertaking courses EBEC and EBST.

Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Review the research and their own observations on how primary school students learn mathematics in relation to the development of common conceptions, diagnosis of common misconceptions and evaluation of suggested approaches for teaching mathematics.  
  2. Create a repertoire of learning, teaching and assessment strategies relevant to the mathematics curriculum (measurement and geometry, statistics and probability) and develop cross-curricular connections.  
  3. Evaluate their own experience of learning mathematics to apply tools of audit and the curriculum to extend their understanding of the content knowledge (CK) and pedagogical content knowledge (PCK) required for teaching measurement, geometry, statistics and probability to primary school students.  
  4. Demonstrate a capacity for meeting the literacy demands associated with teaching mathematics to primary school students.  


Assessment type Description Grade
Exercise Complete a diagnostic test to identify limitations/gaps in knowledge and develop an action plan for addressing and overcoming these limitations. 20%
Exercise Group design and presentation of a problem-based activity to promote teaching/learning aspects of primary mathematics. 35%
Laboratory Work Complete three open book online quizzes on mathematical content knowledge. 45%

Required reading

Helping Children Learn Mathematics, 2nd edn
Reys et al. 2017, E-text
Milton, QLD: Wiley.

Further links to recommended readings and resources for this unit will be provided to students via VU Collaborate.

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