Handbook : Unit informationEdith Cowan University

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

  Mathematics and Technologies for Young Children

• Unit Code

  MSC6110

• Year

  2021

• Enrolment Period

  1

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

• Unit Coordinator

  Dr Pauline Kim ROBERTS

---

Description

This unit focuses on the underlying philosophy and fundamental ideas of mathematics education for children aged birth to five years and technologies learning for children from birth to aged eight. It critically evaluates the potential for learning mathematics and technologies through meaningful integrated opportunities in a range of early childhood settings including childcare, school and community environments. Students will critically reflect on their own experiences and perspectives of mathematics and technologies and analyse how their beliefs of teaching and learning influence their interactions with children. The content addresses the specialised learning trajectory and key concepts and skills of mathematical development to transform the practices in this curriculum area as well as the embedded nature of the technologies in young children’s lives. Students will critically analyse and evaluate theoretical perspectives reflecting current mathematical thinking, technologies processes and inquiry-based pedagogy. Opportunities will be provided for students to plan, implement, assess and evaluate learning opportunities using a well developed judgment of relevant curriculum documents.

Learning Outcomes

On completion of this unit students should be able to:

1. Critically analyse seminal and current literature on effective pedagogies for learning mathematical and technology concepts such as intentional teaching, play and inquiry based pedagogies.
2. Identify and adapt everyday learning experiences in a range of settings to foster young children's mathematical thinking and reasoning and development of design solutions using the technologies.
3. Transmit knowledge skills and ideas to others relating to the importance of fostering the acquisition and understanding of mathematical and technical language by young children.
4. Research and apply appropriate content, experiences and materials to support the learning of mathematics and the technologies in early childhood.
5. Demonstrate specialised cognitive and technical skills in the management, organisational, planning and assessment strategies using relevant curriculum documents.
6. Differentiate experiences to support and extend children’s mathematical and technologies learning.

Unit Content

1. The contemporary context of early years' mathematics and science education and the pedagogical approaches that influence the field such as play, inquiry and problem solving and the use of concrete materials and technology.
2. Reflect critically on their experiences, perspectives and beliefs about numeracy and technological literacy to demonstrate an awareness to synthesise these ideas into their ongoing professional development in mathematics teaching and learning.
3. The advanced concepts, skills and processes that form the basis of mathematics and technologies teaching, learning and assessment in the early years informed by research literature, theoretical positions and curriculum.
4. Planning of meaningful learning experiences integrating children from diverse cultural backgrounds and family/community partnerships.
5. Identification of the source and use of appropriate resources, materials and equipment to support planned experiences for both indoor and outdoor environments.
6. Detailed examination of the teacher's role in researching and applying established theories and practices in planning and preparing an active learning environment and use of mathematical and technical language.
7. Strategies for planning, assessing and reflection using the Early Years Learning Framework, Kindergarten Curriculum Guidelines the WA Curriculum, and the National Quality Standard.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECUs LMS

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECUs LMS as well as additional ECU l

Additional Learning Experience Information

A combination of lectures, workshops, guest speakers, videos, required readings and group and individually assigned work are used to achieve the unit outcomes. Students are required to become independent learners, who can adapt to the roles of practitioner or learner as they contribute to workshops as competent team members.

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 School Progression Panel.

Core Reading(s)

• Montague-Smith, C., Hansen, & Price. (2018). Mathematics in Early Years Education (4th ed.). David Fulton. Retrieved from https://ecu.on.worldcat.org/oclc/1005011931

---