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  2. Early Childhood Mathematics 2 [ECM3260]

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 2

  • Unit Code

    ECM3260

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit deals with the development of mathematics experiences for children in an early childhood (Junior Primary) setting, as outlined in current mathematics curriculum documents. Students will explore strategies for planning, managing and assessing (including National testing) children's learning of mathematics, with attention to the diversity of cultural backgrounds and the importance of positive home/school partnerships.

Prerequisite Rule

Students must pass 1 unit from ECM2260

Equivalent Rule

Unit was previously coded MAE3110

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply a range of pedagogies appropriate to the K- 3 setting.
  2. Apply the content of current mathematics curriculum documents to the planning and assessment of mathematical experiences appropriate for young children.
  3. Demonstrate effective management, organisational, planning and assessment strategies for children aged 5 8.
  4. Demonstrate planning for a diverse range of students and their families.
  5. Use ICT resources to create support materials for teaching mathematics.

Unit Content

  1. Examination and development of classroom organisational and management strategies most appropriate for the teaching and learning of mathematics in Pre-primary to Year 3.
  2. ICT to support teaching and learning of mathematics.
  3. Identification of the key concepts underpinning the development of childrens understanding of the Number and Algebra, Geometry and Measurement, Probability and Statistics, strands.
  4. Identification of the source and use of appropriate resources, materials and equipment to support planned learning experiences.
  5. Planning of meaningful learning experiences for the early development mathematics concepts, skills and attitudes.
  6. Selection and use of appropriate assessment strategies and tools in order to evaluate achievement, monitor progress and to make decisions in relation to materials and instruction for early mathematics education.
  7. Strategies for ensuring the development and maintenance of positive homeschool partnerships in relation to childrens attitudes and their learning of mathematics.
  8. Strategies for the effective teaching of mathematics to children from a diverse range of cultural backgrounds.

Additional Learning Experience Information

Lectures Workshops sessions Directed reading Online Video 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
AssignmentAssignment60%
ExaminationExamination40%

Text References

  • ^ Booker, G., Bond, D., Sparrow, L., & Swan, P. (2014). Teaching primary mathematics. (5th ed.). Australia: Pearson.
  • Department of Education and Training of Western Australia. (2004). First steps in mathematics: Number: Understand whole and decimal numbers: Understand fractional numbers. Melbourne, Australia: DETWA & Rigby Harcourt.
  • Van de Walle, J., & Lovin, L. (2006). Teaching student-centered mathematics: Grades K-3. Boston, MA: Pearson.
  • Sperry-Smith, S. (2009). Early childhood mathematics. (4th ed.). Boston, MA: Pearson.
  • Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2011). Teaching mathematics: Foundations to Middle Years. Sydney, Australia: Oxford University Press.
  • Seefeldt, C., & Galper, A. (2008). Active experiences for active children: Mathematics. (2nd ed.). Upper Saddle River, NJ: Pearson.
  • Haylock, D., & Cockburn, A. (2008). Understanding mathematics for young children: A guide for foundation stage & lower primary teachers. London, United Kingdom: Sage Publications Ltd.
  • Department of Education and Training of Western Australia. (2005). First steps in mathematics: Space. Melbourne, Australia: DETWA & Rigby Harcourt.
  • Department of Education and Training of Western Australia. (2004). First steps in mathematics: Number: Understand operations, calculate, reason about number patterns. Melbourne, Australia: DETWA & Rigby Harcourt.
  • Bana, J., Marshall, L., & Swan, P. (2005). Maths terms and tables. Perth, Australia: Journey Australia & R.I.C. Publications.
  • Bobis, J., Mulligan, J., & Lowrie, T. (2004). Mathematics for children: Challenging children to think mathematically. Frenchs Forest, Australia: Pearson Education.
  • Charlesworth, R. (2005). Experiences in math for young children. (5th ed.). New York, NY: Thompson.
  • Department of Education and Training of Western Australia. (2005). First steps in mathematics: Chance and data. Melbourne, Australia: DETWA & Rigby Harcourt.
  • Department of Education and Training of Western Australia. (2005). First steps in mathematics: Measurement: Understand units, direct measure. Melbourne, Australia: DETWA & Rigby Harcourt.
  • Department of Education and Training of Western Australia. (2005). First steps in mathematics: Measurement: Indirect measure, estimate. Melbourne, Australia: DETWA & Rigby Harcourt.
  • Webster, L., & Duncan, L. (2004). Creative displays and activities for practical and fun mathematics with children aged 5 - 7 years. Dunstable, United Kingdom: Belair.
  • Zevenbergen, R., Dole, S. & Wright, R. (2004). Teaching mathematics in primary schools. Crows Nest, Australia: Allen & Unwin.

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.

ECM3260|1|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 2

  • Unit Code

    ECM3260

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit deals with the development of mathematics experiences for children in an early childhood (Junior Primary) setting, as outlined in current mathematics curriculum documents. Students will explore strategies for planning, managing and assessing (including National testing) children's learning of mathematics, with attention to the diversity of cultural backgrounds and the importance of positive home/school partnerships.

Prerequisite Rule

Students must pass 1 unit from ECM2260

Equivalent Rule

Unit was previously coded MAE3110

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply a range of pedagogies appropriate to the K- 3 setting.
  2. Apply the content of current mathematics curriculum documents to the planning and assessment of mathematical experiences appropriate for young children.
  3. Demonstrate effective management, organisational, planning and assessment strategies for children aged 5 8.
  4. Demonstrate planning for a diverse range of students and their families.
  5. Use ICT resources to create support materials for teaching mathematics.

Unit Content

  1. Examination and development of classroom organisational and management strategies most appropriate for the teaching and learning of mathematics in Pre-primary to Year 3.
  2. ICT to support teaching and learning of mathematics.
  3. Identification of the key concepts underpinning the development of childrens understanding of the Number and Algebra, Geometry and Measurement, Probability and Statistics, strands.
  4. Identification of the source and use of appropriate resources, materials and equipment to support planned learning experiences.
  5. Planning of meaningful learning experiences for the early development mathematics concepts, skills and attitudes.
  6. Selection and use of appropriate assessment strategies and tools in order to evaluate achievement, monitor progress and to make decisions in relation to materials and instruction for early mathematics education.
  7. Strategies for ensuring the development and maintenance of positive homeschool partnerships in relation to childrens attitudes and their learning of mathematics.
  8. Strategies for the effective teaching of mathematics to children from a diverse range of cultural backgrounds.

Additional Learning Experience Information

Lectures Workshops sessions Directed reading Online Video 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
AssignmentAssignment60%
ExaminationExamination40%

Text References

  • ^ Booker, G., Bond, D., Sparrow, L., & Swan, P. (2014). Teaching primary mathematics. (5th ed.). Australia: Pearson.
  • Clements, D.H. & Sarama, J. (2014). Learning and teaching early math: The learning trajectories approach. (2nd ed.). New York, NY: Routledge. Note: Seminal Reference.
  • Yelland, N., Diezmann, C. & Butler, D. (2014). Early mathematical explorations. Port Melbourne,Vic: Cambridge. Note: Seminal Reference.
  • Van de Walle, J.A., Lovin, L., Karp, K.S. & Bay-Williams, J. M. (2014). Teaching student-centered mathematics: Developmentally appropriate instruction for grades pre-k-2. (2nd ed.). Upper Saddle River, NJ: Pearson. Note: Seminal Reference.
  • Haylock, D. (2010). Mathematics explained for primary teachers. (4th ed.). London, United Kingdom: Sage. Note: Seminal Reference.
  • Seefeldt, C., Galper, A., & Stevenson-Garcia, J. (2008). Active experiences for active children: Mathematics. (3rd ed.). Upper Saddle River, NJ: Pearson. Note: Seminal Reference.
  • Sperry Smith, S. (2013). Early childhood mathematics. (5th ed.). Upper Saddle River, NJ: Pearson. Note: Seminal Reference.
  • Bana, J., Marshall, L., & Swan, P. (2005). Maths terms and tables. Perth, Australia: Journey Australia & R.I.C. Publications.
  • Bobis, J., Mulligan, J., & Lowrie, T. (2013). Mathematics for children: Challenging children to think mathematically. Frenchs Forest, Australia: Pearson Education. Note: Bobis, J., Mulligan, J. & Lowrie, T. (2013). Mathematics for children: Challenging children mathematically. (4th ed.). Frenchs Forest, NSW: Pearson.
  • Department of Education and Training of Western Australia. (2005). First steps in mathematics: Chance and data. Melbourne, Australia: DETWA & Rigby Harcourt.
  • Department of Education and Training of Western Australia. (2005). First steps in mathematics: Measurement: Understand units, direct measure. Melbourne, Australia: DETWA & Rigby Harcourt.
  • Department of Education and Training of Western Australia. (2005). First steps in mathematics: Measurement: Indirect measure, estimate. Melbourne, Australia: DETWA & Rigby Harcourt.
  • Department of Education and Training of Western Australia. (2004). First steps in mathematics: Number: Understand whole and decimal numbers: Understand fractional numbers. Melbourne, Australia: DETWA & Rigby Harcourt.
  • Department of Education and Training of Western Australia. (2004). First steps in mathematics: Number: Understand operations, calculate, reason about number patterns. Melbourne, Australia: DETWA & Rigby Harcourt.
  • Department of Education and Training of Western Australia. (2005). First steps in mathematics: Space. Melbourne, Australia: DETWA & Rigby Harcourt.
  • Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2011). Teaching mathematics: Foundations to Middle Years. Sydney, Australia: Oxford University Press.

Journal References

  • Every Child
  • Australasian Journal of Early Childhood (AJEC)
  • Australian Primary Mathematics Classroom. Journal of the Australian Association of Mathematics Teachers, Inc
  • The Online Journal of International Research in Early Childhood Education
  • 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.

ECM3260|1|2