Pedagogies of Numeracy from Birth to 12 Years

Course code EDUC3055Units 10Level 3000Faculty of Education and ArtsSchool of Education

This course deepens students' understanding of the principles and practices of teaching and learning in mathematics from birth to 12 years. Students will explore the numeracy demands of all key learning areas in the primary curriculum and their link to prior to school learning and in the context of early years learning frame work. Students will learn how to interpret school-based and system-wide numeracy data in order to make informed decisions about student numeracy needs. With a focus on helping students to reason or 'work mathematically', this course will place particular attention upon instructional practices and educational technologies for teaching and assessing the foundational concepts of quantity, measurement, spatial representation, and generalisation from birth to twelve years.

Available in 2014

Callaghan CampusSemester 2
OurimbahSemester 2
Previously offered in 2013, 2012, 2011, 2010
ObjectivesUpon completion of this course, students will be expected to:
- Identify the numeracy demands of all key learning areas in the primary curriculum;
- Identify the numeracy demands of everyday life and in the early years learning frameworks
- Interpret school-based and system-wide numeracy data in order to make informed decisions about student numeracy needs;
- Design instruction that assists children to 'work mathematically';
- Select appropriate instructional strategies and educational technologies for teaching and assessing the foundational concepts of quantity, measurement, spatial representation, and generalisation.
Content- The numeracy demands of all the key learning areas in the primary curriculum;
- Numeracy in everyday life;
- School-based and system-wide numeracy data;
- Prior to school learning in mathematics and planning for emergent numeracy experiences through play;
- Working mathematically;
- Instructional strategies and educational technologies for teaching and assessing the foundational concepts of quantity, measurement, spatial representation, and generalisation.
Replacing Course(s)Not Applicable.
TransitionNot Applicable.
Industrial Experience0
Assumed KnowledgeNil
Modes of DeliveryInternal Mode
Teaching MethodsLecture
Integrated Learning
Assessment Items
Essays / Written Assignments0-5 year assignment: Minor written assignment - 50%, 2000 (give or take 10%)

PART A Investigate emergent mathematics for children 0-5. Discuss your findings in the context for the Early Years Learning Framework.
PART B Analyze the play scenario provided for emergent mathematical learning. Relate explicitly to your discussion in part a, including links to EYLF.
Essays / Written Assignments5-12 years assignment - 50%, 2000 (give or take 10%)
Designing of a numeracy program for teaching and assessing at least one of the foundational mathematical concepts of quantity, measurement, spatial and representation.
Contact HoursLecture: for 13 hour(s) per Term for Full Term
Workshop: for 12 hour(s) per Term for Full Term
Compulsory Components
Requisite by EnrolmentBachelor of Teaching (Primary)/Bachelor of Early Childhood Studies
Timetables2014 Course Timetables for EDUC3055