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Becoming Numerate in the Early Years (EDUC91052)
Graduate courseworkPoints: 12.5On Campus (Parkville)
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Overview
Availability | Semester 2 |
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Fees | Look up fees |
This subject supports early childhood preservice teachers to understand and use the early mathematical ideas and skills that are the foundation for becoming numerate. It focuses on early mathematical explorations and the ways in which, as educators, we can design and create learning ecologies to support young children to become numerate. Teacher Candidates will consider both the mathematics and the pedagogical content knowledge relevant to early childhood education (Birth to 8 years of age). This will assist them to develop a pedagogical repertoire that enables them to design learning ecologies that also reflect play-based approaches using the range of teaching practices encouraged in the Early Years Learning Framework (EYLF), the Victorian Early Years Learning and Development Framework (VEYLDF), and Australian/ Victorian Curricula. These teaching practices include; using an holistic approach that involves being responsive to young children’s mathematical knowledge, skills and understandings, learning early mathematical concepts through play in engaging learning ecologies, intentional teaching of mathematical concepts, continuity of mathematics and numeracy learning that is respectful of cultural diversity, and making mathematics and numeracy learning visible with formative and summative assessment implementation that is co-constructed with the young child, their families and the community.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Critically reflect on research into how young children learn and understand the concepts, substance, structure and implications for effective numeracy teaching practice, including the creation of exemplary learning environments.
- Articulate how to set learning goals for becoming numerate that provide achievable challenges for young children of varying abilities and characteristics.
- Investigate and critically reflect on mathematics pedagogical content knowledge, seeking out additional information to supplement their own knowledge.
- Implement a broad knowledge of teaching strategies, including the implementation of ICT that can be used to engage young children in mathematical learning and improve numeracy learning outcomes.
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.
- Active and participatory citizenship.
- Ethical and intercultural understanding.
Last updated: 10 February 2024