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EHM1200 Mathematics in Early Primary

Semester 1, 2022 Online
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Grading basis : Graded
Course fee schedule : /current-students/administration/fees/fee-schedules

Staffing

Examiner:

Requisites

Students must be enrolled in: BEDU(EarlyChild, Prim, Prim+SpecEd, SpecEd, HPE Primary, SHPE Prim) or BEED or BPED or BECH
Pre-req: BEDU(EarlyChild) or BEED Only - ECM1100 or EDX3280
Enrolment is not permitted if EDX1280 has been previously completed

Overview

In recent years there has been a global recognition that children encounter mathematics long before formal schooling. There has also been a global recognition of the importance of children’s early experiences with mathematics to later academic success. As children start school, an opportunity to build on these early experiences emerges. In Australia, this opportunity has been realised through the development of the Australian Curriculum: Mathematics, and also the Early Years Learning Framework. This course recognises the importance of such development as well as the mathematical foundations that children arrive with at primary school by supporting pre-service educators to develop strategies that explicitly build on such foundations in the first three years of school.

This is the first course in a suite of three that focuses on the teaching of mathematics to children at different stages of schooling. This course is focused on the early years, and has been designed to introduce pre-service educators to mathematics teaching and learning in the first three years of school (Foundation to Year 3). Throughout the course, pre-service educators will become familiar with the three curriculum content strands (number and algebra, measurement and geometry, and statistics and probability), and also the proficiency strands of the Australian Curriculum: Mathematics. They 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. An approach to teaching that is based on thinking strategies rather than rote procedures will be emphasised.

Course learning outcomes

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

  1. identify and plan to build upon the mathematical understandings, knowledge and skills that young children exhibit in their everyday experiences (APST 1.1, 2.1, 2.2, 3.3);
  2. draw on current mathematics theory and policy documents, including EYLF and Australian Curriculum: Mathematics, to support their pedagogical choices (APST 1.2, 3.3, 3.4);
  3. use appropriate mathematical content knowledge for the early years of school (F – 3) (APST 2.1, 2.2);
  4. critically analyse the appropriateness of different resources and tools, including ICT for the effective teaching of mathematics (APST 3.4);
  5. plan effectively for mathematics teaching and learning using curriculum, assessment and reporting knowledge to design learning sequences and lesson plans (including considerations of ICT) in the early years of school (APST 2.1, 2.3, 2.5).

Topics

Description Weighting(%)
1. Current theories and policy documents in mathematics education 15.00
2. The 'Big Ideas' in mathematics education 15.00
3. Mathematics prior to school 15.00
4. The transition to school 15.00
5. Mathematics curriculum in the early years of school 20.00
6. Mathematical content knowledge in the early years of school (F-3) 20.00

Text and materials required to be purchased or accessed

Reys, RE, Rogers, A, Bragg, L, Cooke, A, Fanshawe, M & Gronow, M 2021, Helping Children Learn Mathematics, 4th edn, John Wiley & Sons Australia, Australia.
(Please note, students who have purchased an earlier edition for a previous subject can use that edition, rather than purchase this new edition.)

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Description Weighting (%)
ASSIGNMENT 1 40
ASSIGNMENT 2 40
ASSIGNMENT 3 20
Date printed 10 February 2023