EDUC9224 Being a Mathematician (4-8)

2020

4.5

6 x 3-hour tutorials per semester
1 x 6-hour intensive workshop per semester

1 Admission into MTEC-Master of Teaching (Early Childhood)
2 EDUC9223 - The Numerate and Literate Infant
Must Satisfy: (1 and 2)

EDUC3622 has been successfully completed

Assignment(s), Project

This topic develops specialist 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, mathematical connections and communication, and the role of mathematics in numeracy.

The topic examines the role of educators’ beliefs about how best to teach mathematics and how children learn. The topic explores how young children’s mathematical proficiencies can be recognised and how early childhood educators’ mathematical understanding and competencies can be used to sustain and enhance these proficiencies effectively. The topic develops critical understanding of curricular values, purposes and content and builds expertise and confidence in planning for coordinated, meaningful mathematical learning in the early years. The topic develops students’ skills in making consistent judgements about children’s learning and planning for teaching based on assessment information, and providing feedback to students about their learning.

This topic aims to enable graduates to:

• Develop advanced knowledge of contemporary mathematics learning and teaching theories, resources and pedagogical approaches, and 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 proficiencies and how this knowledge informs mathematical teaching and learning.

• 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.

On completion of this topic graduates will be able to:

• Articulate and justify their theoretical and pedagogical approaches to early years mathematical teaching and learning and relate this position to current educational aims and children’s current and future learning outcomes.
• Demonstrate specialised knowledge and understanding of core mathematical concepts, and the integrated and contextualised nature of mathematical knowledge and its use, both within the discipline, and with related disciplines.
• Demonstrate current knowledge of the scope and content of relevant early years mathematics curricula.
• Plan, sequence, teach and assess learning in early years primary mathematics that demonstrate the ability to critically evaluate and apply current theoretical and expert, specialised mathematical knowledge to professional practice.
• Demonstrate knowledge of a range of assessment and moderation strategies to inform planning and teaching decisions based on consistent judgements, reflection on and critical analysis of children’s mathematical learning needs.
• Demonstrate a range of strategies in providing appropriate feedback to children about their learning.
• Analyse and engage a range of expert 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.
• Autonomously assess and interpret children’s responses to planned and unplanned mathematical experiences and apply the analysis to accountable and ethical judgements about young children’s mathematical proficiencies, competencies and agency in ways that improve young children’s mathematical learning outcomes and inform reporting to family and organisations.