Units

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Sample subject outline - Semester 1 2013

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

Rationale

Young 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, and which form the basis of learning in all curriculum areas.
To provide an appropriate variety of opportunities for learning in mathematics for children aged birth to six years, you will require knowledge about how very young children develop understanding in a number of conceptual areas and positive dispositions towards mathematical investigation. You also require understanding of how children apply active inquiry processes to tasks designed to further language and concept development in mathematics. This unit will engage you in learning about foundational concepts in mathematics and exploring ways in which early childhood educators can develop appropriate learning opportunities to encourage and foster children's mathematical development.

Aims

The aim of this unit is to introduce you to concepts that are foundational to understandings in early childhood mathematics. You will investigate mathematics as a discipline body of knowledge, how young children learn about mathematics, and how to provide quality learning experiences and supportive environments for learning.

Objectives

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

1. Demonstrate an awareness and understanding of mathematical concepts appropriate to the early childhood years (birth to six years). [QCT Standard Two]
2. Demonstrate a scholarly understanding of the relevant theoretical and developmental considerations for promoting young children's experiences in mathematics and provide evidence of attaining acceptable standards of academic, professional and personal written English language literacies relating to this unit. [QCT Standard Two]
3. Plan and prepare learning experiences that enhance the mathematical development of young children. [QCT Standard One; QCT Standard Two; QCT Standard Three]
4. Demonstrate acceptable professional standards to communicate effectively; and retrieve, evaluate, and present information using appropriate ICTs. [QCT Standard Three]

Content

This unit will cover the following topics:

Theories of mathematical development in very young children
You will consider key theories which impact on mathematical development and learning in very young children up to the age of 6 years.

Concepts and language development for mathematics
In this unit you will explore the concepts, skills and processes that constitute the basis of mathematics. This topic will examine how very young children develop concepts that constitute the foundation of mathematical thinking and the language which supports this development. You will consider a range of learning processes in order to develop strategies and plan learning opportunities for young children so that they can actively engage in problem solving and make meaning of their world from a mathematical perspective.

Mathematics curriculum and pedagogy for young children
This topic will provide a general introduction to planning effective mathematics programs and monitoring children's progress,

Approaches to Teaching and Learning

An inquiry-oriented approach will be used in this unit. You will develop your knowledge of young children's mathematical learning and mathematics curricula by engaging in a variety of learning activities, and critically reflecting on relevant readings and web-based materials. The lectures will provide the theoretical framework for tutorial activities. Tutorial activities will provide you with the opportunity to engage in hands-on activities, explore and critique resources, and develop learning experiences using the language of mathematics. External students are strongly encouraged to complete the tutorial activities in the field.

Assessment

Assessment in this unit links theory to practice. Students are required to complete all assessment tasks in order to pass this unit.Formative assessment is provided through feedback in tutorial sessions and/or online discussions. All assessment pieces must be completed in order to successfully complete this unit.

Assessment name: Peer Review
Description: Students provide documented feedback on peer work.
Length: Max. 500 words
Relates to objectives: 1, 2 & 4
Weight: 10%
Internal or external: Both
Group or individual: Individual
Due date: Early-Semester

Assessment name: Portfolio
Description: The portfolio may take the form of a portfolio, weekly submissions, or be presented in an oral presentation.
Length: Equivalent to 2000 words
Relates to objectives: 1, 2, 3 & 4
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: End-Semester

Assessment name: Examination (Theory)
Description: Examination
Length: 2h (10 min perusal).
Relates to objectives: 1, 2 & 3
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: Exam Period

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

Text

There is no set text for this unit.

References

Bobis, J., Mulligan, J., & Lowrie, T. (2009). Mathematics for children: Challenging children to think mathematically (3rd Ed.). Frenchs Forest: NSW: Pearson Education.

Gifford, S. (2005). Teaching mathematics 3-5. Developing learning in the foundation stage. Maidenhead, England: Open University Press.

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

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: 29-Oct-2012