TEACH310-22D (TGA)

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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: 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

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  • Calling +64 7 838 4466 select option 1, then enter the extension.
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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 available in mathematics education, with particular emphasis on diagnostic and formative assessment;
  • Exploring the 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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Students must attend all lectures and/or tutorials weekly.

The paper includes both Trimester A and Trimester B.

Trimester A: There will be one two-hour tutorial each week for 12 weeks (see tutorial 01 below).

Trimester B: Pre-practicum there will be one week of two 2 hour lectures (see Lecture 01 and 02 below).

Post-practicum there will be two two-hour tutorials each week.

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, learning progressions and associated research-based frameworks, 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, 3, 5Design for learning
Learning focused culture
2Evidence-based practice: Plan, teach and reflect on a series of lessons2, 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: Part A
13 Apr 2022
11:30 PM
  • Online: Submit through Moodle
2. Assignment 1: Part B
4 Nov 2022
11:30 PM
  • Online: Moodle Forum Discussion
3. Assignment 2
19 Oct 2022
11:30 PM
  • Online: Submit through Moodle
4. Assignment 3: Test 1
9 Jun 2022
11:00 AM
  • In Class: In Lecture
5. Assignment 3: Test 2
9 Nov 2022
2:00 PM
  • In Class: In Lecture
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

The required readings for this paper are available on Talis at:


This readings list can also be accessed via the Readings List on Moodle or the readings List tab on the library home page.

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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Online Support

Across the paper there is a series of online tasks, designed to support you with your learning. All tasks will be accessed via Moodle, however, you will need to also use the library website (and actual physical library), and a range of webpages to help you complete this paper.

PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle and in lectures are whole class notices.

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This is a 300 level, 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours.

Face-to-face contact hours vary depending on trimester (See Paper Structure above): Trimester A = 12 weeks at 2 hours per week; Trimester B = 6 weeks at 4 hours per week. Total 48 Hours.

The remaining hours, accumulated at different times across the two trimesters, are to be used for completing readings, preparing for class/online tasks and assignments.

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Linkages to Other Papers

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Prerequisite papers: TEACH210, TEMS220




Restricted papers: TEACH330

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