EDF1032 - Thinking mathematically from an early age - 2019

This unit develops students' understanding on the ways young children's mathematical thinking develops from a very early age. It introduces conceptual frameworks for understanding children's mathematical growth and explores experiences which give young children opportunities to learn mathematics from infancy through to the early years of school. The content addresses the transition from informal to formal mathematical concepts in young children. Students critically engage with current research, practice and policy in mathematics in multiple contexts. They begin to develop pedagogical tools that enable them to successfully support children's learning of mathematics.

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

1. demonstrate understanding of key curriculum principles and content relating to mathematics for young children
2. understand the connections between home, preschool/school and community mathematics teaching and learning
3. reflect on their personal professional learning in the field of mathematics
4. develop classroom strategies that link mathematics to practical applications, particularly in relation to measurement and space
5. understand the importance of inclusive practices in relation to the teaching and learning of mathematics for diverse learners.

Report on mathematical understandings of young children (1600 words equivalent, 40%)

Analysis of mathematical thinking of young children (2400 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Early years education

Early years and primary education