EDF5829 · Mathematics in the early years

Overview

This unit focuses on how young children develop mathematical thinking across various settings, such as home, preschool, school, and community. You will explore how to support children’s mathematics learning from infancy through early school years, drawing on current research, policies, and curriculum frameworks. Key concepts include the role of play, inquiry, and problem solving in developing mathematical reasoning, engagement, and a positive attitude toward mathematics. You will investigate tools and strategies for monitoring and supporting children’s progress inclusively. By reflecting on your own experiences as a learner, you will understand how your beliefs about mathematics influence your teaching. Overall this unit is designed to support you to build your conceptual framework for understanding children’s mathematical growth.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. demonstrate understanding of key curriculum principles relating to the learning of mathematics through play, games and resources for young learners
2. identify everyday learning experiences in a range of settings that foster young children's mathematical thinking and reasoning
3. develop appropriate strategies that link mathematics to practical applications in relation to the four domains (Number, Measurement, Geometry and Probability and Statistics)
4. synthesise findings and information in the research literature about how young children learn mathematics and effective strategies for promoting their ability to think mathematically
5. demonstrate the capacity to use tools, technologies, and processes for assessing children's thinking and fostering their mathematical progress
6. reflect on your personal professional learning in the field of mathematics.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.