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Children鈥檚 recognition and representation of numerical, spatial and temporal dimensions begin in infancy, and precede the development of more complex numerical concepts and mathematical reasoning in the early years of childhood. This mathematical learning occurs in multiple facets of everyday life, and is a strong predictor of children鈥檚 future educational success. Research, learning frameworks and curricula recognise the importance of early childhood experiences that foster children鈥檚 learning and consolidate mathematical ideas necessary for becoming numerate. Early childhood educators therefore need to ensure their ongoing learning of mathematical vocabularies, knowledge and skills in order to provide learning environments and experiences that facilitate children鈥檚 mathematical thinking and numeracy development.

This course provides an introduction to cognitive, socio-cultural and multi-modal theories of mathematical thinking in children in the early years. The course introduces pre-service educators to research concerning the pre-verbal development of non-numerical schemas and representation in infants and young children, and to current thinking about the everyday contexts, experiences and interactions through which mathematical constructs are formed. Mathematical learning in home environments will be considered, as will pedagogic approaches that value, build upon and extend the mathematical knowledges and skills that children bring with them to early years' settings. Synergies and continuities of the Early Years Learning Framework and Australia Curriculum will be explored. The course will highlight forms of play-based and intentional learning experiences that encourage children's development and exploration of mathematical concepts, reasoning and problem solving.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

1. discuss how infants and young children develop and utilise numeracy and mathematical concepts prior to and in the early stages of verbal communication (APST 1.2, 2.5);
2. explain, using relevant theory, the factors that affect young children鈥檚 development of numeracy and mathematical concepts, reasoning and problem solving (APST 1.1, 1.2, 2.5, 5.4);
3. identify, document and interpret everyday activities and interactions that contribute to and support children鈥檚 engagement in numeracy and mathematical learning and the development of mathematical understandings and skills (APST 1.2, 2.5, 3.5);
4. plan learning experiences for engaging children in numeracy and early mathematical thinking using appropriate resources (APST 2.1, 2.5, 3.3, 3.4);
5. discuss interpretations and judgements about numeracy and mathematical learning and the purpose of providing timely and appropriate feedback to learners (APST 2.5, 5.2, 5.4);
6. utilise interpretations and judgements to improve teaching practice and reflect on their own professional learning needs in relation to numeracy and mathematical knowledge and children鈥檚 learning (APST 2.5, 5.4, 6.1, 6.4).