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Numeracy: Birth to 8 Years (EDUC91066)
Graduate courseworkPoints: 12.5Dual-Delivery (Parkville)
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About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 2
Overview
Availability | Semester 2 - Dual-Delivery |
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Fees | Look up fees |
This subject focuses on the development of young children’s early numeracy skills from Birth to 8 Years. The subject is informed by the Australian/Victorian Early Years Learning and Development Frameworks and Curricula: Mathematics, which will be referenced when planning, assessing, and implementing learning experiences. The importance of providing rich mathematical encounters with young children that connect to their lives will be emphasised throughout the subject. High quality early childhood education curriculum recognises the important role played by the home numeracy environment and provides opportunities for young children to engage with mathematical concepts and to acquire mathematical language.
Teacher Candidates will analyse the development of key concepts in early numeracy and identify critical developmental stages for children’s learning. Teacher Candidates will consider important pedagogical issues such as: language development, questioning, and mathematical representations. Teacher Candidates will engage in the Clinical Teaching Model to target learning experiences to the developmental needs of young children.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Understand the progression points in mathematics and numeracy learning trajectories and their intersection with the Victorian Early Years Learning and Development Framework, and Australian/Victorian mathematics curricula in the early years of school.
- Examine how children construct and develop mathematical knowledge and implications for effective teaching practice, including the creation of effective learning environments.
- Select, manage, use and evaluate a range of numeracy and mathematics teaching strategies and resources, including ICT, that engage and cater for the diverse needs of all learners.
- Plan, structure, sequence and differentiate learning programs using knowledge of the ways young children develop knowledge, skills and understanding of numeracy and mathematics concepts, curriculum, assessment, reporting to colleagues and parents, as well as appropriate teaching resources.
- Use, analyse and critique and range of assessments and assessment data as evidence to make sound clinical judgments about teaching interventions, set challenging goals for all children and to improve the impact of teaching on learning outcomes.
- Set challenging learning goals that provide achievable challenges for all students and select appropriate strategies to differentiate teaching to meet specific needs of young children.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- Creativity and innovation.
- Teamwork and professional collaboration.
- Learning to learn and metacognition.
- Responsiveness to a changing knowledge base.
- Reflection for continuous improvement.
- Linking theory and practice.
- Inquiry and research.
- Ethical and intercultural understanding.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Description | Timing | Percentage |
---|---|---|
Observational Report: observe and assess a child's numeracy understanding using an assessment protocol
| Mid semester | 30% |
Learning Sequence: Plan a sequence of learning experiences for a numeracy topic and justify the choices made in planning the experiences
| Late semester | 30% |
Examination: Assess students' understanding of mathematical and pedagogical content knowledge (2000 words equivalent)
| During the examination period | 40% |
Attendance Hurdle requirement: A minimum of 80% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 2
Principal coordinator Catherine Pearn Mode of delivery Dual-Delivery (Parkville) Contact hours 24 hours (8 x 1 hour asynchronous online lectures and 8 x 2 hour on-campus workshops) Total time commitment 170 hours Teaching period 25 July 2022 to 23 October 2022 Last self-enrol date 5 August 2022 Census date 31 August 2022 Last date to withdraw without fail 23 September 2022 Assessment period ends 18 November 2022 Semester 2 contact information
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Van de Walle, J., Karp, K., Bay-Williams, J., Brass, A., Bentley, B., Ferguson, S., Goff, W., Livy, S., Marshman, M., Martin, D., Pearn, C., Prodromou, T., Symons, D., Wilkie, K., & Wray, J. (2019). Primary and middle years mathematics: Teaching developmentally (1st Australian ed.). Pearson Education Australia.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood and Primary) - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024