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  2. Early Childhood Mathematics 1 [ECM2260]

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Early Childhood Mathematics 1

  • Unit Code

    ECM2260

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit introduces the basic philosophy and fundamental ideas of early mathematics learning and education for children aged 0 - 8, with a particular emphasis on ages 0 - 5. The focus of this unit is on the early development of the concepts, skills and language of mathematics, in relation to number, geometry and measurement. Students will explore current research and examine relevant curriculum documents.

Equivalent Rule

Unit was previously coded MAE2110

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically analyse the role of play and other pedagogies for learning mathematical concepts and knowledge in young children.
  2. Describe the philosophy underpinning the teaching and learning of mathematics in the early years.
  3. Discuss the importance of fostering the acquisition and understanding of mathematical language by young children.
  4. Use ICT resources to create support materials for teaching mathematics.
  5. Work collaboratively to plan and assess appropriate mathematical experiences for young children.

Unit Content

  1. Acquisition of mathematical language.
  2. ICT to support teaching and learning of mathematics.
  3. Planning and assessment approaches appropriate for diverse early childhood setting.
  4. Process and content strands; with an emphasis on conceptual understanding, problem solving, number and geometry.
  5. Strategies for ensuring the development and maintenance of positive home-school partnerships in relation to childrens attitudes and their learning of mathematics.
  6. Strategies for the effective teaching of mathematics to children from a diverse range of cultural backgrounds.

Additional Learning Experience Information

May include: Lectures Tutorials Learning activities Collaborative workshop sessions Directed reading Online Video Independent study Modelling Presentations

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentPlay and planning60%
ExaminationExamination40%
ONLINE
TypeDescriptionValue
AssignmentPlay and planning60%
ExaminationExamination40%

Text References

  • ^ Montague-Smith, A., & Price, A. J. (2012). Mathematics in early years education. (3rd ed.). London, United Kingdom: David Fulton Publishers. Note: Seminal Reference.
  • Smith, S. (2009). Early childhood mathematics. (4th ed.). Boston, MA: Pearson.
  • Seefeldt, C., & Galper, A. (2008). Active experiences for active children. (2nd ed.). Upper Saddle River, NJ: Pearson.
  • Siemon, D., Beswick, K., Brady, K. Clark, J. Faragher, R., & Warrren, E. (2011). Teaching mathematics: Foundations to middle years. Sydney, Australia: Oxford University Press.
  • Macmillan, A. (2009). Numeracy in early childhood. Melbourne, Australia: Oxford University Press.
  • Knaus, M. (2013). Maths is all around you: Developing mathematical concepts in the early years. Albert Park, Australia: Teaching Solutions.
  • Tucker, K. (2010). Mathematics through play in the early years. (2nd ed.). London, United Kingdom: Sage Publications.
  • Booker, G., Bond, D., Sparrow, L., & Swan, P. (2014). Teaching primary mathematics. (5th ed.). Australia: Pearson.
  • Charlesworth, R. (2012). Experiences in math for young children. (6th ed.). Boston, MA: Wadsworth.
  • Connor, J., & Neal, D. (2005). Everyday learning about maths. Canberra, Australia: Early Childhood Australia.
  • Sarama, J., & Clements, D. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York, NY: Routledge.
  • Bobis, J., Mulligan, J., & Lowrie, T. (2004). Mathematics for children: Challenging children to think mathematically. Frenchs Forest, Australia: Pearson Education Australia.

Journal References

  • Journal of early childhood research.
  • The online journal of international research in early childhood education.
  • Every child.
  • Australasian Journal of Early Childhood (AJEC).
  • Australian Primary mathematics classroom. Journal of the Australian Association of Mathematics Teachers, Inc.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

ECM2260|2|1

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Early Childhood Mathematics 1

  • Unit Code

    ECM2260

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit introduces the basic philosophy and fundamental ideas of early mathematics learning and education for children aged birth to 8 years, with a particular emphasis on ages birth to 5 years. The focus of this unit is on the early development of the concepts, skills and language of mathematics, in relation to number, geometry and measurement. Students will explore current research and examine relevant curriculum documents.

Equivalent Rule

Unit was previously coded MAE2110

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically analyse the role of play and other pedagogies for learning mathematical concepts and knowledge in young children.
  2. Describe the philosophy underpinning the teaching and learning of mathematics in the early years.
  3. Discuss the importance of fostering the acquisition and understanding of mathematical language by young children.
  4. Use ICT resources to create support materials for teaching mathematics.
  5. Work collaboratively to plan and assess appropriate mathematical experiences for young children.

Unit Content

  1. Acquisition of mathematical language.
  2. ICT to support teaching and learning of mathematics.
  3. Planning and assessment approaches appropriate for diverse early childhood setting.
  4. Process and content strands; with an emphasis on conceptual understanding, problem solving, number and geometry.
  5. Strategies for ensuring the development and maintenance of positive home-school partnerships in relation to childrens attitudes and their learning of mathematics.
  6. Strategies for the effective teaching of mathematics to children from a diverse range of cultural backgrounds.
  7. The National Quality Standard, The Early Years Learning Framework and other relevant documents.

Additional Learning Experience Information

May include: Lectures Tutorials Learning activities Collaborative workshop sessions Directed reading Online Video Independent study Modelling Presentations

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentPlay and planning60%
ExaminationExamination40%
ONLINE
TypeDescriptionValue
AssignmentPlay and planning60%
ExaminationExamination40%

Text References

  • ^ Montague-Smith, A., & Price, A. J. (2012). Mathematics in early years education. (3rd ed.). London, United Kingdom: David Fulton Publishers. Note: Seminal Reference.
  • Connor, J., & Neal, D. (2005). Everyday learning about maths. Canberra, Australia: Early Childhood Australia.
  • Sperry Smith, S. (2013). Early childhood mathematics. (5th ed.). Upper Saddle River, NJ: Pearson.
  • Yelland, N., Diezmann, C. & Butler, D. (2014). Early mathematical explorations. Port Melbourne, Vic: Cambridge University Press.
  • MacDonald, A. (2015). Investigating mathematics, science and technology in early childhood. South Melbourne,Vic: Oxford University Press.
  • Charlesworth, R. (2012). Experiences in math for young children. (6th ed.). Boston, MA: Wadsworth.
  • Seefeldt, C., Galper, A. & Stevenson-Garcia, J. (2012). Active experiences for active children: Mathematics. (3rd ed.). Upper Saddle River, NJ: Pearson.
  • Sarama, J., & Clements, D. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York, NY: Routledge.
  • Knaus, M. (2013). Maths is all around you: Developing mathematical concepts in the early years. Albert Park, Australia: Teaching Solutions.
  • Macmillan, A. (2009). Numeracy in early childhood. Melbourne, Australia: Oxford University Press.
  • Siemon, D., Beswick, K., Brady, K. Clark, J. Faragher, R., & Warrren, E. (2011). Teaching mathematics: Foundations to middle years. Sydney, Australia: Oxford University Press.
  • Tucker, K. (2010). Mathematics through play in the early years. (2nd ed.). London, United Kingdom: Sage Publications.

Journal References

  • The online journal of international research in early childhood education.
  • Every child.
  • Australasian Journal of Early Childhood (AJEC).
  • Australian Primary mathematics classroom. Journal of the Australian Association of Mathematics Teachers, Inc.
  • Journal of early childhood research.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

ECM2260|2|2