| K1 | <p>Explore theories about how teachers and students construe and learn mathematics.</p> |
| K2 | <p>Explore the curriculum associated with teaching mathematics to primary students, both the strands and proficiencies.</p> |
| K3 | <p>Understand how to design structured lessons, use clear and explicit instruction and effective questioning that encourages participation, reducing cognitive load and give specific and positive feedback that acknowledges student effort.</p> |
| K4 | <p>Examine a broad range of learning theories and apply these to teaching mathematics within and beyond the mathematics curriculum.</p> |
| K5 | <p>Examine, evaluate, and demonstrate a range of assessment types. </p> |
| S1 | <p>Develop pedagogies such as explicit teaching and the use of worked examples, problem-solving, scaffolding and the development of thinking skills and how these relate to the teaching and learning of mathematics.</p> |
| S2 | <p>Design and explain learning activities that cater to a range of students, including First Nations people, EAL learners and a range of skills.</p> |
| S3 | <p>Develop mathematical competence in mathematical content areas, including number, algebra, measurement, space, statistics, and probability. </p> |
| S4 | <p>Create learning activities that align with the curriculum, current research, and education policy. </p> |
| S5 | <p>Develop assessment tasks that will evaluate student learning and inform future teaching.</p> |
| A1 | <p>Research, develop and demonstrate diversity in mathematics strategies that could be used for diverse learners, including catering to a range of learners, First Nations peoples and EAL learners. </p> |
| A2 | <p>Use a range of assessments to design future learning activities.</p> |
| A3 | <p>Develop classroom strategies to support children`s learning in mathematics and numeracy in line with curriculum and education policy, including explicit teaching, problem-solving and the development of thinking skills.</p> |
| A4 | <p>Complete LANTITE hurdle task.</p> |