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

The process of becoming numerate begins in the early years. Considering the widespread demand for a numerate citizenry, it is essential that young children develop mathematical foundations in the early years. In this unit, you will develop an understanding of mathematical content knowledge and the pedagogical practices associated with early years mathematics. This unit is included in your course of study because as a future educator you will need to be aware of the mathematical opportunities in everyday encounters that will enhance young children's mathematical proficiencies.

Aims

There are two aims of this unit.

1. To enhance your understandings, attitudes, values and skills in relation to early childhood mathematics to develop your conceptual understanding of the teaching and learning of mathematics in the early years.
2. To prepare you to develop young children's early mathematics knowledge and processes through quality real world learning experiences and supportive earning environments.

Objectives

On completion of this unit, students should:

1. Have a sound fundamental knowledge of the content, processes and skills of the mathematics you will teach and be able to link mathematics across content areas [QCT Standard 1]
2. Plan and prepare learning experiences that enhance the mathematical development of young children according to numeracy requirements of curriculum frameworks and school, classroom and community contexts [QCT Standard 2, 3 & 7]
3. Be critical and analytical in selecting and implementing learning activities, including technological tools to complement your knowledge of the latest theories on how students learn and apply mathematics [QCT Standard 5 & 10]

Content

This unit will cover the following topics:

• The concepts, skills and processes that form the basis of mathematics education in the early childhood years according to research literature and curriculum. You will also consider the language of mathematics and its significance for developing mathematical knowledge in early years learners.



• The pedagogical approaches that currently inform the field of early childhood mathematics education will be investigated. In particular, the role concrete materials play in the learning process will be examined.



• The teaching cycle will be unpacked in connection to early mathematics learning including the planning, conducting and assessing of mathematical events.

Approaches to Teaching and Learning

In accordance with the principles of a graduate pedagogy, this unit is offered in a flexible, technologically-enhanced mode in both internal and internet offerings. A mixture of lectures and tutorials will be utilised to disseminate the content offered in this unit.

Assessment

Assessment in the unit is both formative and summative. Formative assessment will be provided through multiple opportunities for reflection, discussion and feedback, including, written comments on assessment work and written feedback on blackboard.

A pass grade must be achieved in both assessments for a pass mark to be obtained for the unit overall.

Summative assessment consists of the following tasks.Students will receive individual written feedback with each of their assessment items and general feedback will be provided to the whole student cohort via the Blackboard site.

Assessment name: Student negotiated assessment
Description: A communication tool (newsletter, brochure, PowerPoint presentation or poster) is developed, informing and describing to an audience early childhood mathematics and the important role it plays in young children's education.

Length: (approx. 1500 words plus graphics)
Relates to objectives: 1 - 3.
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Professional Plans
Description: A focus mathematical concept is chosen and investigated within the literature, policy and curriculum. A lesson plan and supporting resource is created to complement a teaching episode designed to develop the focus concept.

Length: 1500 words plus student created resoruce
Relates to objectives: 1 - 3.
Weight: 50%
Internal or external: Both
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

Texts:

Sperry Smith, S. (2009). Early childhood mathematics. (4th Ed). Boston, MA: Pearson.

References:

Department of Education and Training, NSW. (1999). Developing efficient numeracy strategies: Stage 1. Sydney: NSW Department of Education and Training: Curriculum support directorate.
Department of Education and Training, NSW. (2003). Developing efficient numeracy strategies: Stage 2. Sydney: Department of Education and Training: Professional support and curriculum directorate.
Watkins, C., & Slocum, T. (2004). The components of Direct Instruction. In N. E. Marchand-Martella, T. A. Slocum, & R. C. Martella (Eds.), Introduction to Direct Instruction (pp. 28-65). Boston, MA: Allyn & Bacon.
Wright, R., Martland, J., Stafford, A., & Stanger, G. (2002). Teaching number: Advancing children's skills and strategies. London: Paul Chapman Publishing.
Wright, R. J., Martland, J., & Stafford, A. (2000). Early numeracy: Assessment for teaching and intervention. London: Sage Publications Inc.

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: 30-Oct-2012