Units

---

Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Mathematics is considered to be an essential learning area in the early childhood curriculum as preparation for life, work and critical participation in society. However, the importance of mathematics goes beyond its utilitarian purpose: mathematics can also provide personal enjoyment.

It is widely accepted that children learn by actively constructing knowledge and making connections between new knowledge and prior knowledge. It is essential that children have opportunities to develop concepts that are foundational to understanding in mathematics.

The provision of an appropriate variety of opportunities for learning in mathematics requires knowledge about how children develop understanding and skill in a number of conceptual areas. You require understanding of how children apply active inquiry processes to tasks designed to further their concept development in mathematics. In this unit, the young child is veiwed as a competent and confident learner.

Aims

This unit aims to enhance your understandings, attitudes, values and skills in relation to early childhood mathematics. In this unit, you will investigate teaching methods for developing concepts and skills in early years mathematics.

Objectives

On successful completion of this unit, you should be able to:

1. demonstrate an awareness and understanding of mathematical concepts appropriate to the early childhood years. [QCT Standards 1, 2 & 3]

2. plan and prepare learning experiences that enhance the mathematical development of young children. [QCT Standard 2]

3. Provide evidence of attaining acceptable standards of academic, professional and personal written English language literacies relating to this unit. [QCT Standard 2]

Content

The content will address two integrated areas of focus.

The young child as a problem solver

This topic will provide a general introduction to planning effective mathematics programs and developing learning opportunities for young children so that they can actively engage in problem solving and make meaning of their world from a mathematical perspective.

Concept Development - A Focus within Mathematics

You will explore the concepts, skills and processes that constitute the basis of mathematics. This topic will examine how young children develop concepts that constitute the foundation of mathematical thinking. A range of learning processes will be considered in order to develop strategies by which early childhood educators can develop children's mathematical understanding as a unified body of knowledge.

Approaches to Teaching and Learning

You will particapate in hands-on workshops throughout the semester. You will develop your knowledge of young children's mathematical learning and mathematics curricula by engaging in a variety of learning activities. Your learning will be facilitated through interaction with your peers during workshops.

Assessment

Assessment is based on workshop activities and your independent study.Formative assessment is provided through feedback in workshop sessions and through written comments on initial assignment work.

Assessment name: Portfolio
Description: The portfolio will be compiled over the semester. Topics to be inlcuded in your portfolio will be presented each week during class. The content covered in the first half of the semester will form the basis of your portfolio to this date.
Length: Approx 1000 words
Relates to objectives: 1, 2 & 3.
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Portfolio
Description: The content covered in the second half of the semester will form the basis of the second part of your portfolio submission.
Length: Approx 1500 words.
Relates to objectives: 1, 2 & 3.
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

There is no set text for this unit.

References

Bobis, J., Mulligan, J., & Lowrie, T. (2009). Mathematics for children: Challenging children to think mathematically. (3^rd ed.) Sydney: Prentice Hall.

Reys, R. E., Lindquist, M. M., Lambdin, D. V., & Smith, N. L. (2012). Helping children learn mathematics (10^th ed.). New York: John Wiley & Sons.

Yelland, N., Butler, D., & Diezmann, C. (1999). Early mathematical explorations. Needham Heights, MA: Pearson.

Selected references will be available on-line. You will be required to supplement your understandings by sourcing a range of academic works.

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 18-May-2012