Abstract:
The purpose of this paper is two-fold: firstly it presents a description of the design and teaching aspects of an innovative curriculum unit undertaken with pre-service teachers at the University of Tasmania. Through the unit, Numeracy Opportunities Across the Curriculum, pre-service teachers were required to design, trial and evaluate maths trails with a group of school-aged students. Secondly, the processes engaged in by the pre-service teachers, along with documentation of their ability to be reflective practitioners, are also discussed. Through describing the learning experiences that were undertaken and through qualitative feedback received from the pre-service teachers, this paper seeks to provide useful information to other course designers and teacher educators.