EDF5020 - Early years mathematics and numeracy - 2019

In this unit, students explore how mathematical and numeracy concepts develop as young children experience meaningful opportunities to develop their mathematical thinking in a range of settings such as home, childcare, school, and community. Students learn to understand and develop children's thinking in mathematics from infancy through to the early years of school. Students explore key early mathematical and numeracy concepts and pedagogical strategies for enhancing children's mathematical development through play, inquiry, and problem solving. Students engage with current research, policy, and practice on early years numeracy and the enhancement of young children's mathematical reasoning. Students investigate tools, technologies, and processes for monitoring children's thinking and fostering their mathematical progress in inclusive ways. Students reflect on their own experiences and perspectives as mathematics learners to develop an awareness of how their beliefs about mathematics and numeracy influence their interactions with children. Students consider strategies for their ongoing learning and development as educators.

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

1. demonstrate advanced knowledge of relevant curriculum documentation on early years mathematics and numeracy, and an in-depth understanding of key concepts for young children in each of the mathematics strands
2. identify everyday learning experiences in a range of settings that foster young children's mathematical thinking and reasoning
3. reflect critically on their experiences, perspectives, and beliefs about mathematics and numeracy and demonstrate an awareness of their ongoing professional development needs in mathematics and numeracy teaching and learning
4. synthesise findings and information in the research literature about how young children become numerate and strategies for promoting their ability to think mathematically
5. demonstrate the capacity to use tools, technologies, and processes for monitoring children's thinking and fostering their mathematical progress.

Synthesis of current research literature on young children's mathematical thinking (1600 words, 40%)

Observation of young children's mathematical thinking (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education