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Mathematics for the Early Years
Undergraduate | CUR-EDE242 | 2018
Course information for 2018 intake
An introduction to social constructivist learning of maths and the social cultural theory of learning. Make connections between what children know and don't know about maths, and the role of the educator in children’s mathematical understanding.
- Study method
- 100% online
- Assessments
- 100% online
- Entry requirements
- Part of a degree
- Duration
- -
HECS-HELP and FEE-HELP available
Mathematics for the Early Years
About this subject
At the completion of this subject students will be able to:
- explain the role of the educator in developing children's mathematical understanding
- analyse documents and policies and relate findings to the teaching and learning of mathematical concepts and language
- apply knowledge of mathematics content areas; number and algebra, geometry and measurement, statistics and probability
- develop and apply diagnostic assessment strategies to assess children's knowledge of mathematical concepts
- plan a set of mathematical learning sequence plans
- demonstrate increased personal numeracy skills and understanding of the content areas of the Australian Curriculum: Mathematics.
- Understanding children's understandings of mathematics & managing the learning environment
- Thinking mathematically & assessments
- Planning, teaching and assessing for mathematics
- Exploring patterns: teaching strategies, including technology, assessments and resources
- Statistics and probability: teaching strategies, including technology, assessments and resources
- Geometry: teaching strategies, including technology, assessments and resources Race, ethnicity and diversity
- Measurement: teaching strategies, including technology, assessments and resources
- Number concepts and place value: teaching strategies including technology, assessments and resources
- Number sense and calculator usage: teaching strategies, including technology, assessments and resources
- Early fraction knowledge: teaching strategies, assessments and resources
- Planning for diverse abilities and needs in mathematics
- Planning an integrated program with mathematics
- Connecting planning, resources, and mathematical understandings
The focus of this subject is on making connections between what young children know about mathematics, what children need to know and the role of the educator in developing children’s mathematical understanding. This includes identification of children’s knowledge and developing and using assessment and intervention strategies. The subject is an introduction to social constructivist learning of mathematics and social cultural theory of learning and their application to early childhood learning environments. The subject develops educator knowledge of mathematics content areas; number, algebra, geometry, measurement and statistics and probability. There is a strong emphasis on integrating mathematics into everyday teaching.
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- Case Study (50%)
- Report (50%)
For textbook details check your university's handbook, website or learning management system (LMS).
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Entry requirements
To enrol in this subject, you must be admitted into a degree.
Prior study
You must have successfully completed the following subject(s) before starting this subject:
CUR-EDC141-The Numerate Educator (no longer available)
Others
You don't have to enrol in this subject if you have completed EDE303 Numeracy (4 - 8 years) as they are considered equivalents.
Additional requirements
- Other requirements -
- Additional materials
Study load
- 0.125 EFTSL
- This is in the range of 10 to 12 hours of study each week.
Equivalent full time study load (EFTSL) is one way to calculate your study load. One (1.0) EFTSL is equivalent to a full-time study load for one year.
Find out more information on Commonwealth Loans to understand what this means to your eligibility for financial support.