Week 1What is mathematics and numeracy? In this workshop (lecture and workshop), we focus on developing and understanding of numeracy and what numeracy is required for 21st century learners. In addition, we consider mathematics and its relatedness but distinctness from numeracy. In particular, its real-world application of mathematics; numeracy models of teaching; embedding numeracy across the curriculum; and, understanding how it relates to curriculum (CC 2.5.1, 2.5.2, 2.5.3 – taught; CC 2.5.1 – practised). The workshop also has a focus on the importance of working towards independent problem-solving after a student approaches proficiency (i.e., after ample opportunities to practise progressively challenging tasks). You will learn the importance of developing knowledge, skills and understanding of the underpinning mathematical concepts through multiple, scaffolded, familiar tasks providing multiple opportunities to practice. We discuss why independent problem-solving should not represent a large proportion of teaching and learning time (CC 2.2.6 – taught). (APST: 1.2; 2.1, 3.3) Learning outcomes: L01, L02, L03, L04, L05, L06, L07
📖 核心知识点：What is mathematics and numeracy? In this workshop (lecture and workshop), we focus on developing and understanding of numeracy and what numeracy is required for 21st century learners. In addition, we consider mathematics and its relatedness but distinctness from numeracy. In particular, its real-world application of mathematics; numeracy models of teaching; embedding numeracy across the curriculum; and, understanding how it relates to curriculum (CC 2.5.1, 2.5.2, 2.5.3 – taught; CC 2.5.1 – practised). The workshop also has a focus on the importance of working towards independent problem-solving after a student approaches proficiency (i.e., after ample opportunities to practise progressively challenging tasks). You will learn the importance of developing knowledge, skills and understanding of the underpinning mathematical concepts through multiple, scaffolded, familiar tasks providing multiple opportunities to practice. We discuss why independent problem-solving should not represent a large proportion of teaching and learning time (CC 2.2.6 – taught). (APST: 1.2; 2.1, 3.3) Learning outcomes: L01, L02, L03, L04, L05, L06, L07。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Whatismathematicsandnumeracy?Inthisworkshoplectureand
💡 学习提示
• 总结 What is mathematics and numeracy? In this workshop (lecture and workshop), we focus on developing and understanding of numeracy and what numeracy is required for 21st century learners. In addition, we consider mathematics and its relatedness but distinctness from numeracy. In particular, its real-world application of mathematics; numeracy models of teaching; embedding numeracy across the curriculum; and, understanding how it relates to curriculum (CC 2.5.1, 2.5.2, 2.5.3 – taught; CC 2.5.1 – practised). The workshop also has a focus on the importance of working towards independent problem-solving after a student approaches proficiency (i.e., after ample opportunities to practise progressively challenging tasks). You will learn the importance of developing knowledge, skills and understanding of the underpinning mathematical concepts through multiple, scaffolded, familiar tasks providing multiple opportunities to practice. We discuss why independent problem-solving should not represent a large proportion of teaching and learning time (CC 2.2.6 – taught). (APST: 1.2; 2.1, 3.3) Learning outcomes: L01, L02, L03, L04, L05, L06, L07 的核心概念与适用场景
• 为第1周生成 5 道练习题并给出解题步骤
Week 2Early number and the Australian Curriculum This week we will focus on the concepts needed to teach Early number to primary school students. There will be a focus on - The development of counting systems; place value knowledge; development of number sense; interpreting the Australian Mathematics Curriculum in relation to early number concepts. In addition, we will also address how your personal beliefs about mathematics shape your teaching (CC 2.5.1, 2.5.3 – taught; CC 2.5.1 - practised). (APST: 2,1; 2.5; 3.3; 3.4; 3.5) Learning outcomes: L01, L02, L03, L04, L05
📖 核心知识点：Early number and the Australian Curriculum This week we will focus on the concepts needed to teach Early number to primary school students. There will be a focus on - The development of counting systems; place value knowledge; development of number sense; interpreting the Australian Mathematics Curriculum in relation to early number concepts. In addition, we will also address how your personal beliefs about mathematics shape your teaching (CC 2.5.1, 2.5.3 – taught; CC 2.5.1 - practised). (APST: 2,1; 2.5; 3.3; 3.4; 3.5) Learning outcomes: L01, L02, L03, L04, L05。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
EarlynumberandtheAustralianCurriculumThisweekwewill
💡 学习提示
• 总结 Early number and the Australian Curriculum This week we will focus on the concepts needed to teach Early number to primary school students. There will be a focus on - The development of counting systems; place value knowledge; development of number sense; interpreting the Australian Mathematics Curriculum in relation to early number concepts. In addition, we will also address how your personal beliefs about mathematics shape your teaching (CC 2.5.1, 2.5.3 – taught; CC 2.5.1 - practised). (APST: 2,1; 2.5; 3.3; 3.4; 3.5) Learning outcomes: L01, L02, L03, L04, L05 的核心概念与适用场景
• 为第2周生成 5 道练习题并给出解题步骤
Week 3Number sense and the four operations This week we are examining number sense, multiplicative thinking and the four operations. In particular we will focus on the models used to teach addition, subtraction, multiplication and division (CC 2.5.1, 2.5.3, 2.5.4 – taught). In this workshop, you will experience two scenarios, which involve you first undertaking independent problem-solving of complex problems before having ample opportunities to practise progressively challenging tasks. Then second, you are taught the content to build proficiency before undertaking the challenging task as an independent problem-solving activity. This experience highlights the importance of independent problem-solving once a student approaches proficiency in underpinning mathematical concepts (CC 2.2.6, 2.5.1, 2.5.4 – practised). (APST: 2.1; 2.2; 2.5) Learning outcomes: L01, L02, L03, L04, L05
📖 核心知识点：Number sense and the four operations This week we are examining number sense, multiplicative thinking and the four operations. In particular we will focus on the models used to teach addition, subtraction, multiplication and division (CC 2.5.1, 2.5.3, 2.5.4 – taught). In this workshop, you will experience two scenarios, which involve you first undertaking independent problem-solving of complex problems before having ample opportunities to practise progressively challenging tasks. Then second, you are taught the content to build proficiency before undertaking the challenging task as an independent problem-solving activity. This experience highlights the importance of independent problem-solving once a student approaches proficiency in underpinning mathematical concepts (CC 2.2.6, 2.5.1, 2.5.4 – practised). (APST: 2.1; 2.2; 2.5) Learning outcomes: L01, L02, L03, L04, L05。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
NumbersenseandthefouroperationsThisweekweare
💡 学习提示
• 总结 Number sense and the four operations This week we are examining number sense, multiplicative thinking and the four operations. In particular we will focus on the models used to teach addition, subtraction, multiplication and division (CC 2.5.1, 2.5.3, 2.5.4 – taught). In this workshop, you will experience two scenarios, which involve you first undertaking independent problem-solving of complex problems before having ample opportunities to practise progressively challenging tasks. Then second, you are taught the content to build proficiency before undertaking the challenging task as an independent problem-solving activity. This experience highlights the importance of independent problem-solving once a student approaches proficiency in underpinning mathematical concepts (CC 2.2.6, 2.5.1, 2.5.4 – practised). (APST: 2.1; 2.2; 2.5) Learning outcomes: L01, L02, L03, L04, L05 的核心概念与适用场景
• 为第3周生成 5 道练习题并给出解题步骤
Week 4Rational number and proportional reasoning This week we will focuses on building conceptual knowledge with regards to rational number and proportional reasoning as the foundation for further mathematics learning (CC 2.5.1, 2.5.3, 2.5.4 – taught). We look at models used for teaching these concepts in primary school through rich learning environments. In this workshop, research papers are posed to discuss and critique the different approaches to establish why independent problem-solving is only effective once a student approaches proficiency (i.e., after ample opportunities to practise progressively challenging tasks) and why independent problem-solving should not represent a large proportion of teaching and learning time (CC 2.2.6 – practised). We also discuss the importance of independent problem-solving once a student approaches proficiency in underpinning mathematical concepts (CC 2.5.1, 2.5.4 – practised). (APST: 1.2; 2.1; 2.5; 3.3; 3.4; 3.5) Learning outcomes: L01, L02, L03, L04, L05
📖 核心知识点：Rational number and proportional reasoning This week we will focuses on building conceptual knowledge with regards to rational number and proportional reasoning as the foundation for further mathematics learning (CC 2.5.1, 2.5.3, 2.5.4 – taught). We look at models used for teaching these concepts in primary school through rich learning environments. In this workshop, research papers are posed to discuss and critique the different approaches to establish why independent problem-solving is only effective once a student approaches proficiency (i.e., after ample opportunities to practise progressively challenging tasks) and why independent problem-solving should not represent a large proportion of teaching and learning time (CC 2.2.6 – practised). We also discuss the importance of independent problem-solving once a student approaches proficiency in underpinning mathematical concepts (CC 2.5.1, 2.5.4 – practised). (APST: 1.2; 2.1; 2.5; 3.3; 3.4; 3.5) Learning outcomes: L01, L02, L03, L04, L05。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
RationalnumberandproportionalreasoningThisweekwewillfocuses
💡 学习提示
• 总结 Rational number and proportional reasoning This week we will focuses on building conceptual knowledge with regards to rational number and proportional reasoning as the foundation for further mathematics learning (CC 2.5.1, 2.5.3, 2.5.4 – taught). We look at models used for teaching these concepts in primary school through rich learning environments. In this workshop, research papers are posed to discuss and critique the different approaches to establish why independent problem-solving is only effective once a student approaches proficiency (i.e., after ample opportunities to practise progressively challenging tasks) and why independent problem-solving should not represent a large proportion of teaching and learning time (CC 2.2.6 – practised). We also discuss the importance of independent problem-solving once a student approaches proficiency in underpinning mathematical concepts (CC 2.5.1, 2.5.4 – practised). (APST: 1.2; 2.1; 2.5; 3.3; 3.4; 3.5) Learning outcomes: L01, L02, L03, L04, L05 的核心概念与适用场景
• 为第4周生成 5 道练习题并给出解题步骤
Week 5Spatial sense and geometry This week we will build teacher content knowledge with regards to spatial reasoning (CC 2.5.1, 2.5.3 – taught; CC 2.5.1 – practised). We will explore the big ideas in the geometry strand; developing shape awareness and knowledge; location and direction. In particular, we focus on building a deep understanding of 2D and 3D shape and their relationships. In addition, we will begin to explore the use of ICT for mathematics and more broadly STEM education. (APST: 1.2;1.3; 2.5; 2.6; 3.3; 3.4; 3.5) Learning outcomes: L01, L02, L03, L04, L05
📖 核心知识点：Spatial sense and geometry This week we will build teacher content knowledge with regards to spatial reasoning (CC 2.5.1, 2.5.3 – taught; CC 2.5.1 – practised). We will explore the big ideas in the geometry strand; developing shape awareness and knowledge; location and direction. In particular, we focus on building a deep understanding of 2D and 3D shape and their relationships. In addition, we will begin to explore the use of ICT for mathematics and more broadly STEM education. (APST: 1.2;1.3; 2.5; 2.6; 3.3; 3.4; 3.5) Learning outcomes: L01, L02, L03, L04, L05。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
SpatialsenseandgeometryThisweekwewillbuildteacher
💡 学习提示
• 总结 Spatial sense and geometry This week we will build teacher content knowledge with regards to spatial reasoning (CC 2.5.1, 2.5.3 – taught; CC 2.5.1 – practised). We will explore the big ideas in the geometry strand; developing shape awareness and knowledge; location and direction. In particular, we focus on building a deep understanding of 2D and 3D shape and their relationships. In addition, we will begin to explore the use of ICT for mathematics and more broadly STEM education. (APST: 1.2;1.3; 2.5; 2.6; 3.3; 3.4; 3.5) Learning outcomes: L01, L02, L03, L04, L05 的核心概念与适用场景
• 为第5周生成 5 道练习题并给出解题步骤
Week 6Measurement This week we will be exploring connections between geometry and measurement; knowledge connections between measurement and number; shape and measurement relationships (CC 2.5.1, 2.5.3 – taught; CC 2.5.1 – practised). We will focus on building an understanding about how to teach - length, area, volume and capacity. (APST: 2.1; 2.5; 2.6; 3.3; 3.4; 3.5; 5.1;) Learning outcomes: L01, L02, L03, L04, L05
📖 核心知识点：Measurement This week we will be exploring connections between geometry and measurement; knowledge connections between measurement and number; shape and measurement relationships (CC 2.5.1, 2.5.3 – taught; CC 2.5.1 – practised). We will focus on building an understanding about how to teach - length, area, volume and capacity. (APST: 2.1; 2.5; 2.6; 3.3; 3.4; 3.5; 5.1;) Learning outcomes: L01, L02, L03, L04, L05。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
MeasurementThisweekwewillbeexploringconnectionsbetweengeometry
💡 学习提示
• 总结 Measurement This week we will be exploring connections between geometry and measurement; knowledge connections between measurement and number; shape and measurement relationships (CC 2.5.1, 2.5.3 – taught; CC 2.5.1 – practised). We will focus on building an understanding about how to teach - length, area, volume and capacity. (APST: 2.1; 2.5; 2.6; 3.3; 3.4; 3.5; 5.1;) Learning outcomes: L01, L02, L03, L04, L05 的核心概念与适用场景
• 为第6周生成 5 道练习题并给出解题步骤
Week 7Data and Statistics This week we will focus on learning about data and statistics ﾖ beyond the bar graph; representing data, displaying data, analysing data; the importance of graphicacy; working mathematically (CC 2.5.1, 2.5.3 – taught; CC 2.5.1 – practised). (APST: 2.1; 2.2; 2.5; 2.6; 3.3; 3.4; 3.5; 6.2; 6.4) Learning outcomes: L01, L02, L03, L04, L05
📖 核心知识点：Data and Statistics This week we will focus on learning about data and statistics ﾖ beyond the bar graph; representing data, displaying data, analysing data; the importance of graphicacy; working mathematically (CC 2.5.1, 2.5.3 – taught; CC 2.5.1 – practised). (APST: 2.1; 2.2; 2.5; 2.6; 3.3; 3.4; 3.5; 6.2; 6.4) Learning outcomes: L01, L02, L03, L04, L05。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
DataandStatisticsThisweekwewillfocusonlearning
💡 学习提示
• 总结 Data and Statistics This week we will focus on learning about data and statistics ﾖ beyond the bar graph; representing data, displaying data, analysing data; the importance of graphicacy; working mathematically (CC 2.5.1, 2.5.3 – taught; CC 2.5.1 – practised). (APST: 2.1; 2.2; 2.5; 2.6; 3.3; 3.4; 3.5; 6.2; 6.4) Learning outcomes: L01, L02, L03, L04, L05 的核心概念与适用场景
• 为第7周生成 5 道练习题并给出解题步骤
Week 8Early Algebraic thinking This week we will focus on the fundamental concepts with regards to Algebraic thinking; patterning to algebra and generalised arithmetic; the impact of the equals sign and other symbols on algebraic conceptual knowledge development (CC 2.5.1, 2.5.3 – taught; CC 2.5.1 – practised). (APST 2.1; 2.3; 3.1; 3.3; 3.4) Learning outcomes: L01, L02, L03, L04, L05
📖 核心知识点：Early Algebraic thinking This week we will focus on the fundamental concepts with regards to Algebraic thinking; patterning to algebra and generalised arithmetic; the impact of the equals sign and other symbols on algebraic conceptual knowledge development (CC 2.5.1, 2.5.3 – taught; CC 2.5.1 – practised). (APST 2.1; 2.3; 3.1; 3.3; 3.4) Learning outcomes: L01, L02, L03, L04, L05。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
EarlyAlgebraicthinkingThisweekwewillfocusonthe
💡 学习提示
• 总结 Early Algebraic thinking This week we will focus on the fundamental concepts with regards to Algebraic thinking; patterning to algebra and generalised arithmetic; the impact of the equals sign and other symbols on algebraic conceptual knowledge development (CC 2.5.1, 2.5.3 – taught; CC 2.5.1 – practised). (APST 2.1; 2.3; 3.1; 3.3; 3.4) Learning outcomes: L01, L02, L03, L04, L05 的核心概念与适用场景
• 为第8周生成 5 道练习题并给出解题步骤
Week 9Mathematics competency task Assessment: This week we will be undertaking the mathematics competency task (CC 2.5 - assessed; APST 2.1). Attendance is compulsory for this week. Learning outcomes: L02
📖 核心知识点：Mathematics competency task Assessment: This week we will be undertaking the mathematics competency task (CC 2.5 - assessed; APST 2.1). Attendance is compulsory for this week. Learning outcomes: L02。本周围绕课程官方学习活动中的 Practical 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Practical）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
MathematicscompetencytaskAssessmentThisweekwewillbeundertaking
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• 总结 Mathematics competency task Assessment: This week we will be undertaking the mathematics competency task (CC 2.5 - assessed; APST 2.1). Attendance is compulsory for this week. Learning outcomes: L02 的核心概念与适用场景
• 为第9周生成 5 道练习题并给出解题步骤
Week 10Using ICT to teach mathematics This week we will explore the use of ICT for mathematics and more broadly STEM education. The workshop this week will be focusing on the use of technology to enhance mathematics teaching. As this week will fall on a public holiday there will be an online lecture and online tutorial offered at an agreed time. Learning outcomes: L01, L03, L06
📖 核心知识点：Using ICT to teach mathematics This week we will explore the use of ICT for mathematics and more broadly STEM education. The workshop this week will be focusing on the use of technology to enhance mathematics teaching. As this week will fall on a public holiday there will be an online lecture and online tutorial offered at an agreed time. Learning outcomes: L01, L03, L06。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
UsingICTtoteachmathematicsThisweekwewillexplore
💡 学习提示
• 总结 Using ICT to teach mathematics This week we will explore the use of ICT for mathematics and more broadly STEM education. The workshop this week will be focusing on the use of technology to enhance mathematics teaching. As this week will fall on a public holiday there will be an online lecture and online tutorial offered at an agreed time. Learning outcomes: L01, L03, L06 的核心概念与适用场景
• 为第10周生成 5 道练习题并给出解题步骤
Week 11Catering for diverse learners In addition to this we will consider how you best cater for diverse learners in your classroom. In particular focusing on pedagogical approaches as well as mathematical tasks that support positive outcomes for diverse learners. (APST 1.2; 1.3; 2.1; 2.6; 3.3; 3.4; 3.5; 5.1) Learning outcomes: L01, L03, L06
📖 核心知识点：Catering for diverse learners In addition to this we will consider how you best cater for diverse learners in your classroom. In particular focusing on pedagogical approaches as well as mathematical tasks that support positive outcomes for diverse learners. (APST 1.2; 1.3; 2.1; 2.6; 3.3; 3.4; 3.5; 5.1) Learning outcomes: L01, L03, L06。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
CateringfordiverselearnersInadditiontothiswewill
💡 学习提示
• 总结 Catering for diverse learners In addition to this we will consider how you best cater for diverse learners in your classroom. In particular focusing on pedagogical approaches as well as mathematical tasks that support positive outcomes for diverse learners. (APST 1.2; 1.3; 2.1; 2.6; 3.3; 3.4; 3.5; 5.1) Learning outcomes: L01, L03, L06 的核心概念与适用场景
• 为第11周生成 5 道练习题并给出解题步骤
Week 12Assessment in Mathematics This week we will focus particularly on, assessment for learning; assessment of learning; the impact of assessment on students’ learning of mathematics; the integral nature of planning and assessment; assessment scales; NAPLAN. Learning outcomes: L01, L03, L06
📖 核心知识点：Assessment in Mathematics This week we will focus particularly on, assessment for learning; assessment of learning; the impact of assessment on students’ learning of mathematics; the integral nature of planning and assessment; assessment scales; NAPLAN. Learning outcomes: L01, L03, L06。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
AssessmentinMathematicsThisweekwewillfocusparticularlyon
💡 学习提示
• 总结 Assessment in Mathematics This week we will focus particularly on, assessment for learning; assessment of learning; the impact of assessment on students’ learning of mathematics; the integral nature of planning and assessment; assessment scales; NAPLAN. Learning outcomes: L01, L03, L06 的核心概念与适用场景
• 为第12周生成 5 道练习题并给出解题步骤
Week 13Student Group Video Presentations There are two parts to this week’s workshop: Part 1 Assessment: Video and research report presented in tutorial. (APST: 1.3; 2.1; 2.2; 2.6; 3.3; 3.4; 3.5; 5.1; 6.2; 6.4). Each group will share their video and peers will offer feedback. Part 2: Discussion about future professional learning- we focus how you can choose relevant and appropriate sources for professional learning in mathematics (APST: 6.2;6.4). Learning outcomes: L06, L07
📖 核心知识点：Student Group Video Presentations There are two parts to this week’s workshop: Part 1 Assessment: Video and research report presented in tutorial. (APST: 1.3; 2.1; 2.2; 2.6; 3.3; 3.4; 3.5; 5.1; 6.2; 6.4). Each group will share their video and peers will offer feedback. Part 2: Discussion about future professional learning- we focus how you can choose relevant and appropriate sources for professional learning in mathematics (APST: 6.2;6.4). Learning outcomes: L06, L07。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
StudentGroupVideoPresentationsTherearetwopartstothis
💡 学习提示
• 总结 Student Group Video Presentations There are two parts to this week’s workshop: Part 1 Assessment: Video and research report presented in tutorial. (APST: 1.3; 2.1; 2.2; 2.6; 3.3; 3.4; 3.5; 5.1; 6.2; 6.4). Each group will share their video and peers will offer feedback. Part 2: Discussion about future professional learning- we focus how you can choose relevant and appropriate sources for professional learning in mathematics (APST: 6.2;6.4). Learning outcomes: L06, L07 的核心概念与适用场景
• 为第13周生成 5 道练习题并给出解题步骤
