Numeracy: Birth to 8 Years (EDUC91066)

Graduate courseworkPoints: 12.5On Campus (Parkville)

You’re viewing the 2025 Handbook:
Or view archived Handbooks

Overview

Availability
Semester 2
FeesLook 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: 4 March 2025