EDF2034 - Learning about patterns, shapes and numbers through play - 2017

6 points, SCA Band 1, 0.125 EFTSL

Undergraduate - Unit

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




Ms Janelle Hill (City)

Dr Ann Downton (Clayton)

Dr Penelope Kalogeropoulos (Peninsula)

Unit guides


City (Melbourne)

  • Term 3 2017 (On-campus block of classes)


  • Second semester 2017 (Day)


  • Second semester 2017 (Day)


This unit focuses 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.


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. identify and 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 of and develop techniques for adopting inclusive practices in relation to the teaching and learning of mathematics.


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%)

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

  1. Contact hours for on-campus students:
    • 2 hours per week
  2. Requirements for on-campus block City-based students:
    • one intensive weekend block
    • at least 4 hours of active online engagement in Moodle activities per term
  3. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 4 hours of online study per term
  4. Additional requirements (all students):
    • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

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