|School or Department :||School of Education|
|Grading basis :||Graded|
|Course fee schedule :||https://www.unisq.edu.au/current-students/administration/fees/fee-schedules|
|Version produced :||24 September 2023|
Students must be enrolled in: BEDU(EarlyChild/Prim/Prim+SpecEd/SpecEd/HPE Primary/SHPE Prim) or BEED or BPED or BECH or UCTP
Pre-req: BEDU(EarlyChild) or BEED Only - ECM1100 or EDX3280
Enrolment is not permitted if EDX1280 has been previously completed
In recent years there has been a global recognition that children encounter mathematics long before formal schooling. There has also been a global recognition of the importance of children’s early experiences with mathematics to later academic success. As children start school, an opportunity to build on these early experiences emerges. In Australia, this opportunity has been realised through the development of the Australian Curriculum: Mathematics, and also the Early Years Learning Framework. This course recognises the importance of such development as well as the mathematical foundations that children arrive with at primary school by supporting pre-service educators to develop strategies that explicitly build on such foundations in the first three years of school.
This course focuses on the teaching of mathematics to children at different stages of schooling. This course is focused on the early years and has been designed to introduce pre-service educators to mathematics teaching and learning in the first three years of school (Foundation to Year 3). Throughout the course, pre-service educators will become familiar with the three curriculum content strands (number and algebra, measurement and geometry, and statistics and probability), and also the proficiency strands of the Australian Curriculum: Mathematics. They will gain an awareness of the place of mathematics within the Early Years Learning Framework, at home and within the wider community, and will be supported to develop effective pedagogical strategies to build on this mathematics in the primary school context. An approach to teaching that is based on thinking strategies rather than rote procedures will be emphasised using curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.