教育学硕士课程

📖 核心知识点：Mathematical teaching approaches and planning The lecture introduces the teaching and learning of mathematics including numeracy, mathematical concepts and processes, and patterns, language and symbols of mathematics. The preservice teachers are exposed to sequencing models that become increasingly more challenging,progressing toward independent problem solving and include opportunities for students to demonstrate mastery through planned formative assessment (CC 2.1.1 – taught). They also learn about spacing and interleaving as important features of unit design.When learning how to plan a sequence of lessons that build upon each other, preservice teachers develop understanding about the importance of varying and repeated practice incorporating spacing and retrieval of past learning, building challenge in order to consolidate long-term memory and develop mastery over content (CC 2.1.2, 2.1.3 – taught). Preservice teachers learn how to develop and deliver appropriately challenging recall practice to promote retention and plan to include ample opportunities to practice in a lesson or sequence of lessons (CC 2.2.5 - taught). In this tutorial/practical component of the workshop you will participate in deliberately planning a sequence of lessons (and tasks within the lessons) in preparation for demonstrating this capability in Assessment 2. You will need to develop the teaching and learning sequence, demonstrating: 1. curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, and the common progression of learning needed for students to progress (CC 2.1.1 – practised) 2. how you will meet students where they are in their learning, help them understand the progression of skills needed to attain mastery, and escalate the challenge and scaffolding skill development (CC 2.1.3 – practised). 3. spacing and retrieval practice (CC 2.1.2 – practised) 4. the development and delivery of appropriately challenging recall practice to promote retention (CC 2.2.5 – practised).。本周围绕课程官方学习活动中的 Lecture 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（Lecture）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）

📖 核心知识点：Assessment in Mathematics In this lecture, preservice teachers are introduced to the concept and role of in-class diagnostic formative assessment in mathematics education. They explore how effective planning begins with eliciting what students know, or think they know, what they can do, and what believe about a mathematical idea (CC 2.3.1 – taught). Particular attention is given to the use of formative assessment practices to identify common student misconceptions, prompting student metacognition, and making reasoning visible (CC 2.3.2 – taught). The lecture also teaches preservice teachers how to produce and use developmental rubrics with criteria tailored to the specific task and/or work samples so that students understand what is expected (CC 2.3.4 – taught). Finally, the lecture introduces explicit teaching strategies that follow from feedback, including re-teaching concepts,scaffolding, targeted questioning, and differentiated support through small-group instruction or extension (CC 2.3.5 – taught). In the tutorial, preservice teachers engage in designing and critiquing short formative assessment tools. These activities develop preservice teacher confidence in using formative assessment practices to guide teaching, monitor progress, and adjust the pacing or focus of lessons in response to emerging patterns of understanding and difficulty (CC 2.3.2 – practised). The preservice teachers are also supported to produce their own rubrics using QCAA templates,ensuring alignment between task demands, assessment criteria, and curriculum standards (criteria tailored to the task) (CC 2.3.4 – practised). They learn to write targeted feedback that is specific, honest, constructive, and clear, and uses explicit teaching strategies to re-teach concepts, scaffold, or correct misconceptions as necessary (CC 2.3.5 – practised).。本周围绕课程官方学习活动中的 Lecture 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（Lecture）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）

📖 核心知识点：Developing fraction concepts and operations This week we focus on how you teach fraction operations to promote student understanding. There will be a focus on the role of multiple representations and language to support the teaching of addition, subtraction, multiplication and division of fractions. This connects to your research requirements for Assessment 2 on teaching fractions concepts in the upper years. (APST 1.5, 2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4). In this tutorial, you will develop and deliver appropriately challenging recall practice to promote retention for operations of fractions. You will need to demonstrate where in a lesson or sequence of lessons this will occur, justifying what comes before and after and demonstrate how to progressively remove scaffolding as students become more proficient through a combination of underpinning mathematical concepts and skills (numerical, spatial, graphical, statistical, and algebraic); mathematical thinking and strategies; and general thinking skills. In tutorial, you will also grade and moderate a fractions summative assessment item, plan reporting on these findings to students and parents/carers and reflect on the moderation process. Learning outcomes: L02, L04。本周围绕课程官方学习活动中的 Lecture 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（Lecture）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）

📖 核心知识点：Connecting fractions, decimals and percentages This week will focus on building an understanding in relation to how the place-value system links to decimal fractions. There will be a focus on the use of multiple representations and models to connect fractions, decimals and percentages. Multiple strategies will be explored when computing with decimals. In addition, we investigate how ICT teaching strategies might transform mathematics learning and teaching. (APST 1.5, 2.1, 2.2, 2.3, 3.2, 3.3, 3.4) In this tutorial, students will develop and deliver appropriately challenging recall practice to promote retention for operations of fractions. You will need to demonstrate where in a lesson or sequence of lessons this will occur, justifying what comes before and after and demonstrate how to progressively remove scaffolding as students become more proficient through a combination of underpinning mathematical concepts and skills (numerical, spatial, graphical, statistical, and algebraic); mathematical thinking and strategies; and general thinking skills. In tutorial you will also investigate three apps or software programs and plan ways to implement teaching strategies using these ICTs, evaluating their strengths and limitations for teaching Mathematics content. Learning outcomes: L02, L04, L05。本周围绕课程官方学习活动中的 Lecture 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（Lecture）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）

📖 核心知识点：Measurement, geometry and differentiation This week we will focus on building an understanding about how to teach - length, area, volume and capacity across primary school; we make connections to number and space; promoting measurement understanding including indigenous perspectives in measurement. Important ideas of geometry/space; developing language of shape, location and transformation. (APST 1.5, 2.1, 2.2, 2.3, 3.2, 3.3, 3.4, 4.1, 5.1, 5.3). In this tutorial, students will develop and deliver appropriately challenging recall practice to promote understanding of measurement and geometry. You will need to demonstrate where in a lesson or sequence of lessons this will occur, justifying what comes before and after and demonstrate how to progressively remove scaffolding as students become more proficient through a combination of underpinning mathematical concepts and skills (numerical, spatial, graphical, statistical, and algebraic); mathematical thinking and strategies; and general thinking skills. In addition, this tutorial will focus on how we can differentiate learning experiences to cater for a range of diverse learners. We will also focus on planning with multiple representations for Mathematics concepts and understanding how they can be used when planning a range of teaching strategies (e.g., explanation, modelling, gradual release, scaffolding, differentiation). Learning outcomes: L02, L06。本周围绕课程官方学习活动中的 Lecture 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（Lecture）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）

📖 核心知识点：Computational reasoning and mental strategies This lecture focuses on promoting number sense and mental computation across all operations in the contexts of whole numbers, decimals, and common fractions; planning and implementing a structured program for mental computation development; the place of basic facts and instant fact recall; mental computation for rational number. We examine ACARA for scope and sequence for development. (APST: 3.2, 3.3, 3.4) In this tutorial, students will develop and deliver appropriately challenging recall practice to promote understanding of computational reasoning and mental strategies. You will need to demonstrate where in a lesson or sequence of lessons this will occur, justifying what comes before and after and demonstrate how to progressively remove scaffolding as students become more proficient through a combination of underpinning mathematical concepts and skills (numerical, spatial, graphical, statistical, and algebraic); mathematical thinking and strategies; and general thinking skills. Learning outcomes: L02。本周围绕课程官方学习活动中的 Lecture 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（Lecture）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）

📖 核心知识点：Patterns, algebra, algebraic thinking This lecture will focus on the fundamental concepts with regards to early algebraic thinking for primary school students (patterning, equivalence, and functional thinking). In addition, we will consider patterning to algebra and generalised arithmetic, the impact of the equals sign and other symbols on algebraic conceptual knowledge development. We also examine mathematical modelling and learning experiences to promote the development of algebraic thinking, reasoning and problem solving. (APST: 1.5, 2.1, 2.2, 2.3, 3.2,3.3,3.4). The tutorial focuses on how to progressively remove scaffolding as students become more proficient through a combination of underpinning mathematical concepts and skills (numerical, spatial, graphical, statistical, and algebraic); mathematical thinking and strategies; and general thinking skills. Learning outcomes: L02。本周围绕课程官方学习活动中的 Lecture 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（Lecture）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）

📖 核心知识点：Planning units and designing summative assessment This week we focus on the role of constructive alignment when creating a mathematics unit for primary school classrooms. We will consider the interplay and constructive alignment between the data, curriculum documents, contemporary research, planning and sequencing learning experiences, anticipating student responses, and aligning assessment and rubrics (APST 1.2, 1.3, 1.4, 2.1, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 4.2, 5.1, 6.3) In this lecture, we will learn how to produce and use developmental rubrics with criteria tailored to the specific task and/or work samples so that students understand what is expected. The lecture focuses on the dual purpose of rubrics: supporting teacher judgement and making expectations transparent and meaningful for students (CC 2.3.4 – taught). In tutorials, we will analyse and deconstruct sample rubrics, examining how different levels of performance are defined and justified. You are also supported to develop your own rubrics using QCAA templates, ensuring alignment between task demands, assessment criteria, and curriculum standards (criteria tailored to the task) (CC 2.3.4 – practised).。本周围绕课程官方学习活动中的 Lecture 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（Lecture）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）