Pedagogy Map for Junior Secondary Mathematics with ICT connections

AC General Capabilities

Lower-order pedagogy

Higher-order pedagogy

Links to Pedagogy

ICT Connections 

In my classroom/unit (Add later)


Students learn the vocabulary relevant to mathematical processes and concepts that includes technical and common terminology with specific meanings in a mathematical context. They interpret and create a range of typical mathematical texts and use literacy to comprehend and interpret typical worded mathematical problems; students use literacy to formulate and solve questions, apply mathematical problem-solving, and consider, produce and clarify solutions (Australian Curriculum [AC], 2016).

It is verified that learners are proficient in basic verbal and written communication skills, both language- and subject-specific, and that they are familiar with mathematical terms and definitions.

Learners are able to implement their basic mathematical literacy knowledge and skills to evaluate, re-define and create new or original mathematical processes and concepts while possessing a sound knowledge of technical and common terminology.

AITSL standard 2.5 - Resources, strategies and activities that support the development of students’ capabilities in literacy and/or numeracy have been selected (AITSL, 2014).

Correct and proper mathematical terminology is used by both the teacher and students in accordance with the Australian Curriculum glossary and international standards, and digital pedagogic frameworks that accommodate a range of multi-literacies are implemented.


The mathematics curriculum has a pivotal function in the development of more explicit and specific numeracy, as opposed to other learning areas. Opportunities are provided to implement mathematical skills and understanding in a real-world context and also in other learning areas. Financial mathematics is accommodated under Number and Algebra, understanding to design is applied under Measurement and Geometry, and learners can interpret data and formulate informed judgements through Statistics and Probability (AC, 2016).

It is verified that learners possess a solid comprehension and base knowledge of the three grade-specific main content strands of number and algebra, measurement and geometry, and statistics and probability.

Students are able to incorporate more explicit and specific numeracy in their mathematical understanding and problem-solving in a real-world context and also in other learning areas and contexts.

Utilise dedicated on-line mathematical solutions, e.g.: Kahoot;; YouTube, Khanacademy;;; etc.

Information and Communication Technology (ICT) Capability

ICT capability is developed when students interrogate, form and communicate mathematical concepts and ideas applying effective and interactive multi-modal digital technologies. ICT capabilities are employed to create graphs and to investigate and model relationships and concepts, and enable students to accumulate, manage, analyse, interpret, share and exchange information and data. Digital technologies facilitate student engagement and understanding of key concepts (AC, 2016).

It is verified that students possess the necessary basic ICT competencies to read, identify, interpret and solve mathematical information and problems.

Students do not merely understand and apply digital technologies and software to solve mathematical problems, they are also able to analyse, evaluate, re-define and create processes and content to design and construct mathematical solutions through the implementation of ICTs.

AITSL standards 2.5, 2.6 & 3.4 - Digital tools and resources, strategies and activities that engage students and support the development of students’ capabilities in literacy and/or numeracy have been selected (AITSL, 2014).

Utilise digital technologies, hardware and software, digital tools, resources, strategies and activities e.g. personal computers and laptops, tablets, interactive whiteboards, projectors and interactive on-line applications like Kahoot, etc.

Critical and Creative Thinking

Critical and creative thinking is developed by learners as they generate and analyse ideas, gain knowledge and formulate possible solutions. Students are engaged in reasoning and consideration of strategies for the solution of mathematical problems, and critical thinking is encouraged to justify their selection of a solution strategy or the identification of relevant enquiries as part of a statistical investigation (AC, 2016).

Students are able to display critical and creative thinking when interpreting, interrogating and solving mathematical problems.

Deep critical and creative thinking is demonstrated by learners as they interrogate, argue, formulate and generate ideas and solutions while being able to justify their selection of solution strategies.

AITSL standards 1.5, 3.2 & 3.3 - Lessons and teaching sequences are designed and planned in accordance with the specific curriculum areas by incorporating lesson goals and outcomes and using content and effective teaching strategies that meet the specific learning needs of students across a range of ability levels in the class group to  demonstrate student understanding, knowledge and learning (AITSL, 2014).

Utilise interactive and creative global digital technologies, resources, strategies and activities to engage with complex mathematical problems where alternatives are considered, interrogated further, discussed and shared in a global, collaborative on-line environment to identify possible real-world examples and applications.

Personal and Social Capability

Personal and social capabilities are developed as learners apply mathematical skills in personal and social contexts through related learning activities in their own lives and communities. Such activities may include financial and time management, budgeting and an understanding of statistical methods in real-world contexts. The development of students’ personal and social capabilities is enhanced through opportunities to take initiative, employing decision-making, communicating their findings and methods, and working collaboratively and independently in the classroom (AC, 2016).

Students are able to exhibit personal and social competencies when applying their mathematical knowledge and understanding in personal, social and collaborative teamwork contexts.

Personal and social awareness and capabilities are constantly being reflected on, evaluated and expanded while new mathematical understandings, knowledge and competencies are developed and achieved in diverse personal and social contexts.

AITSL standards 1.3, 1.6 & 3.1 - Content and teaching strategies that are responsive to the learning strengths and needs of diverse student groups are selected and differentiated classroom activities to cater for students with different ability levels, special needs and/or learning difficulties are planned. Lesson plans with clear learning goals that are based on the curriculum documents and that are responsive to diverse student abilities are prepared (AITSL, 2014).

Students engage collaboratively in on-line group activities and exercises to arrive at mutually acceptable and agreed solutions to a wide range of mathematical problems that are jointly evaluated through on-line communication and collaboration leading to mutually agreed, accurate solutions with real-world applications and relevance.

Ethical understanding

Ethical understanding is explored, developed and applied through analysing statistical data and exploring intentional and accidental distortions. Abnormal comparisons and misleading scales are identified when considering the necessity of fair comparison; and interrogating financial sources and claims (AC, 2016).

Ethical understanding and awareness is demonstrated by learners as they analyse and explore intentional and accidental distortions, and through the identification of abnormal comparisons and misleading scales when considering fair comparison.

Ethical understanding and awareness is further developed by learners as they continue to analyse and evaluate distortions, abnormal comparisons and misleading scales when exercising fair comparison.

AITSL standard 2.1 - Lessons and teaching sequences that demonstrate knowledge and understanding of curriculum content and that focus on the core concepts are implemented (AITSL, 2014).

Relevant and applicable ethical standards, guidelines and laws are referred to, accessed, interrogated, understood and applied using on-line web spaces, environments, and dedicated digital software and technologies.

Intercultural understanding

Intercultural understanding is enhanced when learners are presented with a range of cultural traditions. The use of universal symbols in mathematical expressions is understood and learners recognise that mathematics has its origin in many cultures. Students acknowledge that numeracy proficiencies such as understanding, fluency, reasoning and problem-solving are not confined only to certain cultures, instead they recognise that mathematical comprehension and reasoning and  can be expressed differently in diverse languages and cultures. Mathematical problems and thinking can be explored and resolved through interactive digital learning environments and technologies that accommodate a diverse range of cultural perspectives and contexts (AC, 2016).

Students demonstrate a sound intercultural understanding when applying mathematics in a culturally diverse environment while recognising that mathematics has its origin in many diverse languages and cultures.

Intercultural understanding and awareness is further considered, explored and developed by learners as they continue to apply mathematics in culturally diverse environments.

AITSL standards 1.3, 1.4, 1.6 & 2.4 - Content and teaching strategies that are responsive to the learning needs and strengths of diverse student groups are selected and differentiated classroom activities to cater for students with different ability levels, special needs and/or learning difficulties are planned for and implemented. An understanding of strategies to teach students from Aboriginal and Torres Strait Islander backgrounds is demonstrated and an understanding of and respect for indigenous histories, cultures and languages is observed (AITSL, 2014).

Mathematical problems, scenarios and reasoning across a range of cultural traditions are explored and resolved through dedicated digital learning environments, applications and technologies that accommodate a diverse range of cultural perspectives, experiences, customs, ideas, expectations and inter-culturally relevant real-world applications.


Australian Curriculum (AC). (2016). v8.3 F–10 Curriculum. Retrieved from

Australian Institute for Teaching and School Leadership (AITSL). (2014). Experiencing Success. Retrieved from