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In recent years there has been a global recognition that children encounter mathematics long before formal schooling. 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, as well as Primary preservice teachers, therefore need to ensure their ongoing learning of mathematical vocabularies, knowledge and skills in order to provide learning environments, experiences and strategies that facilitate children鈥檚 mathematical thinking and numeracy development. This course will support preservice teachers to analyse critically, evaluate and transform information to construct engaging, challenging and innovative curriculum experiences that facilitate deep conceptual understanding for learners.

The course focuses on developing deeper understanding in all strands of the Australian Mathematics Curriculum and the Early Years Learning Framework, underpinned by a clear understanding of relevant subject-matter knowledge and current theories of learning and evidence-based teaching practice. Preservice teachers will gain an awareness of the place of mathematics within the Early Years Learning Framework, at home and within the wider community, and will be supported to develop effective pedagogical strategies to build on this mathematics in the primary school context. 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. At the completion of this course, preservice teachers should have a deep understanding of how children learn mathematics and be able to draw on this understanding and curriculum documentation to identify critical progression points for mathematical learning and teaching.

On successful completion of this course preservice teachers should be able to:

1. research and synthesise contemporary knowledge and understanding about how young children learn mathematical concepts, reasoning and problem solving and develop numeracy, and critically analyse the implications for teaching (Australian Professional Standards for Teachers (APST) 1.2);
2. articulate knowledge and understanding of the content, language, mathematical vocabulary from the Australian Mathematics Curriculum or the Early Years Learning Framework (EYLF) and the use of a range of curriculum, assessment and reporting knowledge with teaching strategies, including embedded literacy and numeracy in the teaching area, and resources, including ICT, to organise effective and engaging learning and teaching sequences (APST 2.1, 2.2, 2.3, 2.5, 3.3, 3.4);
3. plan and evaluate the effectiveness of teaching and learning sequences in the mathematics classroom, drawing on knowledge of student learning, curriculum content, teaching strategies and appropriate resources, including the use of ICTs, to engage students and transform learning (APST 3.2, 3.4);
4. critically reflect on strategies appropriate for assessing student learning, including informal and formal, diagnostic, formative and summative approaches (APST 5.1);
5. exhibit competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing.