Information on this page, including unit offerings, is from the 2020 academic year.
Mathematics and Numeracy in the Early Years (EDN462)
|Availability||MURDOCH: S1E-internal, S1E-external|
|Description||This unit focuses on the teaching and learning of mathematics and numeracy in early childhood; children aged birth to eight years. It encourages a diagnostic approach including noticing what children are doing and saying as they engage in playful activity as well as using diagnostic tasks in a more focused way. Particular attention is given to learning opportunities for mathematics and numeracy during play and the notion of intentional teaching across the early years' curriculum.|
|Unit Learning Outcomes||On successful completion of the unit you should be able to:
1. Understand the Australian Curriculum: Mathematics, the Early Years Learning Framework and the Kindergarten Curriculum Guidelines pedagogy, practice and outcomes, relevant to numeracy development and mathematics in the early years;
2. Know some of the common mathematical misconceptions that young children may hold, be aware of characteristic phases of learning in regard to key areas of mathematics and understand the need for a diagnostic approach;
3. Recognise and use a range of strategies, contexts and resources, including information and communication technologies, to provide the challenges students need to move their thinking along about particular mathematics;
4. Develop a broader knowledge of authentic numeracy contexts that embrace cultural and linguistic diversity;
5. Acquire professional skills and knowledge necessary for the planning and provision of an integrated programme (that includes play) along with ways to assess record and monitor children's numeracy and mathematics learning.
|Timetabled Learning Activities||Lectures: 1 hour per week; workshops: 2 hours per week|
|Unit Learning Experiences||A constructivist approach to learning guides this unit. The unit is structured around understanding the mathematics that early childhood children need to learn, how to diagnose student learning and understand what we mean by playful explorations and intentional teaching. The workshop activities for both internal and external students are practical and based on the work of the early childhood practitioner.|
|Other Learning Experiences||It is anticipated that field trips to early childhood settings will be required for this unit.|
|Assessment||Students will be assessed on the following:
Assignment 1: Parent Pamphlet for Babies and Toddlers, worth 20%;
Assignment 2: Pathways to numeracy: Mapping a child's current knowledge and understanding in number, geometry or measurement; Worth 30% %
Assignment 3: In class oral assessment. Planning three intentional learning experiences for the child in assignment one and implementing them, evaluating and reflecting. 40%
Pre Workshop quizzes - 10%
|Prerequisites||Enrolment in B1322 Early Childhood 0-8 (BEd), OR B1319 Early Childhood and Primary Teaching (BEd), OR B1319 Primary Teaching (BEd). Successful completion of BED150 Understanding Teachers' Work; successful completion of EDN114 Thinking Mathematically.|
|Notes||You will need to seek out a child with whom you can work over a period of time and as such you will need parent consent. A completed parent consent form (located at the end of the Unit Information document) will need to be submitted with your assignment. The child may be known to you, or alternatively you may seek to conduct fieldwork in an early childhood learning environment located in your community.
The last workshop is set aside for oral presentations of Assignment 3. Externals are welcome.
|Previously||2014: 'Literacies and Numeracy in Early Years 2'|
|Appears in these Courses/Majors:
see individual structures for context
|Appears in these Minors||Mathematics and Numeracy Education
|Internet Access Requirements||Murdoch units normally include an online component comprising materials, discussions, lecture recordings and assessment activities. All students, regardless of their location or mode of study, need to have access to and be able to use computing devices with browsing capability and a connection to the Internet via Broadband (Cable, ADSL or Mobile) or Wireless. The Internet connection should be readily available and allow large amounts of data to be streamed or downloaded (approximately 100MB per lecture recording). Students also need to be able to enter into online discussions and submit assignments online.|
Ms Felicity Baker
P/T Teaching Casual
Ms Felicity Baker
P/T Teaching Casual
|No contacts found|