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  2. Early Childhood Mathematics [ECM4101]

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

  • Unit Code

    ECM4101

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit is available on-campus. It introduces pre-service teachers to the basic philosophy and fundamental ideas of early mathematics education for all children. In this unit, the focus is on the early development of concepts and skills of mathematics. The role of the educator in the development of positive attitudes to mathematics will be emphasised. Pedagogical practices for the effective learning of mathematics will be addressed.

Learning Outcomes

On completion of this unit students should be able to:

  1. Articulate the philosophy underpinning the teaching and learning of mathematics to all children in the early years of schooling.
  2. Describe a range of appropriate mathematical content for young children 3 - 8.
  3. Discuss the role of the educator and the family in fostering the acquisition and understanding of mathematical language by young children.
  4. Identify and explain effective classroom strategies for a material-based approach to the teaching and learning of mathematics.
  5. Interpret and apply knowledge of relevant curriculum documents.
  6. Plan, implement and evaluate meaningful learning experiences focusing on the development of language, concepts, skills and positive attitudes related to all aspects of mathematics.

Unit Content

  1. Appropriate mathematical concepts, skills and language for young children.
  2. Appropriate strategies for developing and evaluating mathematical learning experiences in the early years.
  3. Current research in early childhood mathematics education.
  4. Relevant curriculum documents.
  5. The identification and appropriate use of resources in early childhood mathematics education.
  6. The organisation and management of mathematical environments.

Additional Learning Experience Information

This may include participation in lectures, tutorials, workshop sessions, Blackboard, practical hands-on learning, directed reading, learning activities or independent study.

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
AssignmentPlanning Mathematical Experiences60%
ExaminationExamination (on-campus only)40%

Text References

  • ^ Booker, G., Bond, D., Sparrow, L., & Swan, P. (2014). Teaching primary mathematics. (5th ed.). Frenchs Forest, Australia: Pearson.
  • ^ Knaus, M. (2013). Maths is all around you: Developing mathematical concepts in the early years. Albert Park, Australia: Teaching Solutions.
  • Sperry-Smith, S. (2009). Early childhood mathematics (4th ed.). Boston, MA: Pearson.
  • Siemon, D., Beswick, 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.
  • Perso, T. (2003). Everything you want to know about algebra outcomes for your class, K-9. Perth, Australia: Mathematical Association of Western Australia, Inc.
  • Charlesworth, R. (2005). Experiences in math for young children. (5th ed.). New York, NY: Thompson.
  • Bobis, J., Mulligan, J., & Lowrie, T. (2004). Mathematics for children. Challenging children to think mathematically. Frenchs Forest, NSW: Pearson Education.
  • Bana, J., Marshall, L., & Swan, P. (2005). Maths terms and tables. Perth, Australia: Journey Australia & R.I.C. Publications.
  • Van de Walle, J., & Lovin, L. (2006). Teaching student-centred mathematics: Grades K-3. Boston, MA: Pearson.
  • Zevenbergen, R., Dole, S., & Wright, R. (2004). Teaching mathematics in primary schools. Crows Nest, Australia: Allen & Unwin.
  • Sarama, J., & Clements, D. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York, NY: Routledge.

Journal References

  • Research in Practice Series (Early Childhood Australia.)
  • Young Children.
  • Journal of Research in Childhood Education.
  • Journal of Educational Research.
  • Journal of the Science Teachers' Association.
  • Journal of the Australian Association of Mathematics Teachers, Inc.
  • Investigating: Australian Primary and Junior Science Journal.
  • International Play Journal.
  • Every Child (Early Childhood Australia.)
  • Early Childhood Research and Practice.
  • Early Childhood Education Journal.
  • Early Childhood Quarterly.
  • Australasian Journal of Early Childhood Education
  • Australian Primary Mathematics Classroom.
  • Australian Research in Early Childhood Education.
  • Contemporary Issues in Early Childhood.

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.

ECM4101|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

  • Unit Code

    ECM4101

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit is available on-campus. It introduces pre-service teachers to the basic philosophy and fundamental ideas of early mathematics education for all children. In this unit, the focus is on the early development of concepts and skills of mathematics. The role of the educator in the development of positive attitudes to mathematics will be emphasised. Pedagogical practices for the effective learning of mathematics will be addressed.

Learning Outcomes

On completion of this unit students should be able to:

  1. Articulate the philosophy underpinning the teaching and learning of mathematics to all children in the early years of schooling.
  2. Describe a range of appropriate mathematical content for young children 3 - 8.
  3. Discuss the role of the educator and the family in fostering the acquisition and understanding of mathematical language by young children.
  4. Identify and explain effective classroom strategies for a material-based approach to the teaching and learning of mathematics.
  5. Interpret and apply knowledge of relevant curriculum documents.
  6. Plan, implement and evaluate meaningful learning experiences focusing on the development of language, concepts, skills and positive attitudes related to all aspects of mathematics.

Unit Content

  1. Appropriate mathematical concepts, skills and language for young children.
  2. Appropriate strategies for developing and evaluating mathematical learning experiences in the early years.
  3. Current research in early childhood mathematics education.
  4. Relevant curriculum documents.
  5. The identification and appropriate use of resources in early childhood mathematics education.
  6. The organisation and management of mathematical environments.

Additional Learning Experience Information

This may include participation in lectures, tutorials, workshop sessions, Blackboard, practical hands-on learning, directed reading, learning activities or independent study.

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
AssignmentPlanning Mathematical Experiences60%
ExaminationExamination (on-campus only)40%

Text References

  • ^ Knaus, M. (2013). Maths is all around you: Developing mathematical concepts in the early years. Albert Park, Australia: Teaching Solutions.
  • ^ Booker, G., Bond, D., Sparrow, L., & Swan, P. (2014). Teaching primary mathematics. (5th ed.). Frenchs Forest, Australia: Pearson.
  • Zevenbergen, R., Dole, S., & Wright, R. (2004). Teaching mathematics in primary schools. Crows Nest, Australia: Allen & Unwin.
  • Sperry-Smith, S. (2009). Early childhood mathematics (4th ed.). Boston, MA: Pearson.
  • Van de Walle, J., & Lovin, L. (2006). Teaching student-centred mathematics: Grades K-3. Boston, MA: Pearson.
  • Siemon, D., Beswick, 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.
  • Sarama, J., & Clements, D. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York, NY: Routledge.
  • Perso, T. (2003). Everything you want to know about algebra outcomes for your class, K-9. Perth, Australia: Mathematical Association of Western Australia, Inc.
  • Charlesworth, R. (2005). Experiences in math for young children. (5th ed.). New York, NY: Thompson.
  • Bobis, J., Mulligan, J., & Lowrie, T. (2004). Mathematics for children. Challenging children to think mathematically. Frenchs Forest, NSW: Pearson Education.
  • Bana, J., Marshall, L., & Swan, P. (2005). Maths terms and tables. Perth, Australia: Journey Australia & R.I.C. Publications.

Journal References

  • Investigating: Australian Primary and Junior Science Journal.
  • Australian Primary Mathematics Classroom.
  • Journal of the Science Teachers' Association.
  • Journal of Educational Research.
  • Journal of Research in Childhood Education.
  • Research in Practice Series (Early Childhood Australia.)
  • Young Children.
  • Journal of the Australian Association of Mathematics Teachers, Inc.
  • Australian Research in Early Childhood Education.
  • Contemporary Issues in Early Childhood.
  • Early Childhood Quarterly.
  • Early Childhood Education Journal.
  • Early Childhood Research and Practice.
  • Every Child (Early Childhood Australia.)
  • International Play Journal.
  • Australasian Journal of Early Childhood Education

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.

ECM4101|2|2