Units

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Sample subject outline - Semester 2 2013

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

Rationale

Children's early experiences are critical in laying the foundation for them to become numerate citizens and critical participants in society. It is essential that children have opportunities to develop concepts that are foundational to understanding in mathematics. Therefore, early years educators require knowledge about how young children develop understanding in a number of conceptual areas and a positive disposition towards mathematics. In this unit, you will learn about foundational concepts in mathematics and explore ways in which early childhood educators can develop appropriate learning opportunities and foster children's mathematical development.

Aims

This unit aims to enhance your understandings, attitudes, and skills in relation to early childhood mathematics teaching and learning. In this unit, you will be provided with opportunities to develop a critically-informed and research-based understanding of mathematics learning.

Objectives

On completion of this unit you should be able to:

1. identify mathematical concepts appropriate to the early childhood years; GC: A

2. communicate a scholarly understanding of the relevant theoretical and developmental considerations for promoting children's experiences in mathematics; GC: C

3. plan and prepare learning experiences that enhance the mathematical development of young children; GC: A

4. describe and critically evaluate theoretical perspectives relating to the development of mathematical concepts; GC: A, B

5. display acceptable standards of communication and professional responsibility. GC: B, F

Content

This unit addresses the concepts, skills and process that are foundational to early childhood mathematics contexts, the theories of the teaching and learning of mathematics in early childhood contexts.

Approaches to Teaching and Learning

Discussions around key topics and issues will be an important aspect of your learning in this unit. Online discussions will assist you to work through the steps required to complete a small research project, and to build connections between the topics addressed in this unit.

Assessment

Students will receive formative feedback by engaging in online discussions and other teaching and learning activities in this unit.

Summative assessment involves the development, implementation, and reporting of a research project.

Assessment name: Professional Plans
Description: You are required to use relevant literature to plan a range of number activities that could be implemented in the prior to school sector.
Length: 1,500 words
Relates to objectives: 1, 2, 3 & 4.
Weight: 40%
Internal or external: External
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Case Study
Description: The foundation of this case study will be drawn from the Australian Curriculum and relevant scholarly literature. You will be required to apply these concepts in order to plan and implement a sequence of mathematics learning episodes. The case study will include critical reflection of the observed events.
Length: 2,500 words
Relates to objectives: 1, 2, 3, 4 & 5.
Weight: 60%
Internal or external: External
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

Text

There is no set text for this unit.

Additional references

Gifford, S. (2005). Teaching mathematics 3-5. Berkshire, England: Open University Press.

Reys, R., Lindquist, M., Lambdin, D., Smith, N., & Suydam, M. (2009). Helping children learn mathematics (9th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Wright, R., Martland, J., Stafford, A., & Stanger, G. (2006). Teaching number: Advancing children's skills and strategies. London: Paul Chapman Publishing.

Wright, R. J., Martland, J., & Stafford, A. (2006). Teaching number in the classroom with 4-8 year-olds (2nd ed.). London: Sage Publications Inc.

Risk assessment statement

There are no out-of-the-ordinary risks with 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: 30-May-2012