ED3096 - Early Childhood Mathematics and Numeracy 2

[Not offered in 2019]

Building on preservice teachers' growing understandings of how children from diverse backgrounds learn mathematics, this subject will explore mathematical and pedagogical issues at an advanced level in teaching and learning mathematics across the early years' curriculum frameworks (birth - age 8) (specifically these are: the Early Years Learning Framework (EYLF), the Queensland Kindergarten Learning Guideline (QKLG) and ACARA: Mathematics). It also includes the examination of current national and state curriculum frameworks and policies in mathematics education. The subject aims to equip preservice teachers as reflective practitioners, able to plan, implement and evaluate mathematical pedagogies and each child's learning. The subject will consider assessment, literacy and numeracy in Early Childhood Education and Care and school settings in depth and equip pre-service teachers with the tools necessary to interpret and plan effective mathematics sequences grounded on the systematic interpretation of student data in the early years.

Learning Outcomes

• demonstrate capacity to organise activities, provide clear directions and demonstrate a range of verbal and non-verbal communication strategies to support student engagement in numeracy and mathematics;
• demonstrate knowledge and understanding of the concepts, content and teaching strategies of mathematics including literacy and numeracy teaching strategies and their application as stipulated in early years' curriculum frameworks (birth - age 8);
• use curriculum, assessment and reporting knowledge to design mathematics learning sequences including assessment and justify their teaching and learning decisions with reference to ACECQA, QKLG, the Australian Curriculum, theoretical models of learning and findings from current educational research;
• demonstrate understanding of mathematics assessment including appropriate strategies, interpretation of student assessment data to evaluate learning and the provision of timely and appropriate feedback to children in Early Childhood Education;
• choose teaching and learning resources, including ICT, that complement differentiated learning of mathematics in Early Childhood Education and engage a diverse range of children in learning.

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.