units

EDF2034

Faculty of Education

18 September 2017 22 November 2024
Monash University

Undergraduate - Unit

This unit entry is for students who completed this unit in 2014 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

print version

6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2014 (Day)
Peninsula Second semester 2014 (Day)
City (Melbourne) Term 3 2014 (Flexible)
Coordinator(s)Ms Amanda Ellaby (Berwick); Dr Wee Tiong Seah (City); Associate Professor Barbara Clarke (Peninsula)

Synopsis

The focus of this unit is on students' developing understanding of what young children do to learn mathematically and build the skills of numeracy through play, games, shapes, numbers and varied resources for young learners. Students further build their conceptual frameworks for understanding children's mathematical growth. Students critically engage with current research, practice and policy in mathematics with a special focus on mathematics and play. They are introduced to pedagogical approaches that enable them to successfully support children's learning of mathematics, including a focus on the use of information and communication technologies (ICTs) and the use of real or imaginary technologies as props in their play, or as tools for designing and making meaning.

Outcomes

Upon successful completion of this unit students should be able to:

  1. demonstrate understanding of key curriculum practice relating to learning mathematically through play, games and resources for young learners
  2. understand children's learning of different aspects of mathematics through the innovative use of ICTs and their implications for teaching
  3. develop an awareness of and the ability to use effective pedagogical approaches to the teaching and learning of mathematics in the early years through play
  4. implement classroom strategies using play, shapes and numbers that link mathematics to practical applications, particularly in relation to pattern, shape and number
  5. understand the importance, and develop techniques for adopting inclusive practices in relation to the teaching and learning of mathematics.

Assessment

Evaluation of a range of teaching and learning mathematical resources that lead to meaning making through play (2000 words equivalent, 50%)
Written responses to a case study observation of children learning mathematical skills and concepts through play and games involving ICTs and other methods (2000 words equivalent, 50%)

Chief examiner(s)

Dr Jill Cheeseman

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

This unit applies to the following area(s) of study

Education - Early childhood and early childhood-primary