TEACH310-21X (NET)

Evidence-based Practice in Mathematics

15 Points

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Division of Education
Te Kura Toi Tangata School of Education


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: janene.harris@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)


Student Representative(s)

Lab Technician(s)


: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: yilan.chen@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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Underlying Themes

Underpinning this paper are the themes covered in the previous two compulsory papers (TEACH110, TEACH210). These themes include: mathematics in the real world; problem solving; the influence of attitudes, values and beliefs on mathematical teaching and learning; catering for diverse learners and culturally-responsive pedagogies; conceptual understanding in mathematics, alongside procedural application; using equipment and resources to support mathematical teaching and understanding.

Incorporating and building on the above themes, the main themes of this paper include:

  • Examining various assessment tools in available in mathematics education, with particular emphasis on diagnostic and formative assessment;
  • Exploring learning progressions in mathematics teaching and learning through frameworks, with a particular focus on the New Zealand Number Framework Stages and their relationship with the New Zealand Curriculum Levels;
  • Awareness of pedagogical content knowledge in the mathematics classroom;
  • Evidence-based intervention and quality teaching in the mathematics classroom.
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Paper Structure

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This is a 300 level professional development paper. The expected time commitment over 12 weeks is 150 hours.

There are 48 taught hours: Semester A: two hours each week for 12 weeks; Trimester B: 4 hours per week for 6 weeks (two weeks prior to practicum and 4 weeks after practicum). For each taught hour, you are expected to complete a minimum of another 2 hours of course work.

Taught hours include face-to-face sessions during block course(s), and online participation. Your active involvement is required in all modules (via tasks, discussions and assignments). Online discussions are underpinned by a philosophy of creating 'communities of learners'. Participation is compulsory and required in a timely manner. You are also encouraged to ask questions about anything that you are not sure of, and communicate your own ideas. These forms of participation are all important.

There will also be two teaching components: (i) an in-school NumPA assessment of children, and (ii) an evidence-based, small-group teaching series of lessons.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Examine and evaluate a range of assessment tools in mathematics
    Linked to the following assessments:
  • Critically evaluate evidence (provided or collected) for a group of learners in mathematics
    Linked to the following assessments:
  • Identify specific mathematical learning needs for a group of learners based on evidence
    Linked to the following assessments:
  • Design an evidence-based intervention for a targeted group of learners in mathematics
    Linked to the following assessments:
  • Demonstrate knowledge of conceptual understanding, research-based frameworks and learning progressions, assessment, content, and pedagogical content knowledge in mathematics.
    Linked to the following assessments:
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Assessment Links to Learning Outcomes and the Teacher Standards

AssessmentsNature of the assessment.Learning outcomesStandards for the teaching profession

Interview, analyse and reflect on diagnostic assessment. Compare to other assessment tools

Reflect on research, literature and teaching practice

1, 5Design for learning
Learning focused culture

Evidence-based practice: Plan, teach and reflect on a series of lessons.

2, 3, 4, 5

Design for learning

Professional learning


3Tests 5Professional learning
Design for learning
Learning focused culture

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assignment 1
9 Apr 2021
11:30 PM
  • Online: Submit through Moodle
2. Assignment 2
13 Oct 2021
11:30 PM
  • Online: Submit through Moodle
3. Test 1
22 Jul 2021
8:00 PM
  • Online: Submit through Moodle
4. Test 2
3 Nov 2021
8:00 PM
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Ministry of Education Documents

(a) Ministry of Education (2007). The New Zealand Curriculum.Wellington, New Zealand: Author.

(b) Ministry of Education (2008) Numeracy Professional Development Projects: (Books 1 – 9). Wellington, New Zealand: Author.

Compendia of Numeracy Project Research

see: nzmaths.co.nz

Book of Required Readings

Paper readings will be available for purchase from Waikato Print, or online at:


Mathematics Education and general Education Journals, for example:

  • Teaching Children Mathematics
  • Mathematics Teaching in the Middle School
  • Australian Mathematics Teacher
  • Australian Primary Mathematics Classroom
  • Journal for Research in Mathematics Education
  • Educational Studies in Mathematics
  • Mathematics Education Research Journal
  • For the Learning of Mathematics
  • Theory into Practice
  • Educational Researcher
  • Teaching and Teacher Education
  • School Science and Mathematics
  • Journal of Mathematics Teacher Education
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Recommended Readings

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Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M., & Brass, J. (2019). Primary and middle years mathematics: Teaching developmentally (First Australian Ed). Melbourne, Australia: Pearson.
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Other Resources

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New Zealand websites:

Other websites:

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Online Support

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Power points and required activities will be entered weekly into Moodle

Extra Support material will be entered into Moodle

Correspondence with students will be via Moodle and/or email

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This varies depending on semester. (See Paper Structure above).

Contact hours: Semester A = 12 weeks at 2 hours per week; Semester B = 6 weeks at 4 hours per week. Total 48 Hours.

For every contact hour each week, there should be a minimum of 2 hours out of class spent on course readings; preparation for in-class tasks and assessments; research for, and writing of, assignments.

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Linkages to Other Papers

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Prerequisite papers: TEACH210, TEMS220




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