EDUC7361 Thinking and Working Mathematically (4-8 years)

This topic develops advanced knowledge of current theory and practice in early childhood mathematics teaching and learning. Mathematics is about quantity, structure, space and change, and is contextualised by its social, cultural and historical settings. Teaching mathematics is viewed as an ethical, adaptive practice that aims to engage children both individually and collaboratively in meaningful mathematics that values conceptual understanding and mathematical connections and communication.

The topic examines and explores how young children's existing mathematical competencies can be recognised and how early childhood educators' mathematical beliefs, knowledge and pedagogical practices can be used to sustain, enhance and extend mathematical learning.

The topic develops critical understanding of curricular values, purposes and content. Current theory and research are critically evaluated and used to build students' expertise, confidence and ability to plan for, teach and assess coordinated, meaningful mathematical learning for children aged 4-8 years.

This topic aims to:

• Develop coherent and advanced knowledge of early years mathematics, contemporary mathematics learning and teaching theories and resources and pedagogical approaches, and to develop skills to evaluate the diversity and inclusivity of learning opportunities they provide
• Investigate home and community practices prior to and in the early years of schooling and building relationships with family to support young children's mathematical development
• Recognise children's mathematical competencies and proficiencies and understand how this knowledge can informs mathematical teaching
• Evaluate the values, purposes and content in curriculum, and their role in mathematical planning and assessment decisions
• Build expertise and confidence in designing, implementing and assessing experiences that engage young children individually and collectively in meaningful mathematical learning and development

1. Articulate and justify their theoretical and pedagogical approaches to early years mathematical teaching and learning and relate this position to educational aims and children’s current and future learning outcomes
2. Demonstrate knowledge of core mathematical concepts, and the integrated and contextualised nature of mathematical knowledge and its use, both within the discipline, and with related disciplines
3. Demonstrate knowledge of the scope and content of relevant early years mathematics curricula
4. Plan, sequence, teach and assess learning in early years mathematics
5. Demonstrate knowledge of a range of assessment and moderation strategies to inform planning and teaching decisions based on consistent judgements about children’s mathematical learning
6. Demonstrate a range of strategies in providing appropriate feedback to children and their families about their learning and to engage families and community in children’s mathematical learning
7. Analyse and engage a range of theoretical and pedagogical approaches in the design and implementation of inclusive and intellectually challenging mathematical experiences that sustain and extend young children’s mathematical skills, knowledge, dispositions and understanding, both individually and collaboratively
8. Assess children’s responses to planned and unplanned mathematical experiences and apply the analysis to accountable and ethical judgements about young children’s mathematical learning