ED4591 - Early Childhood Mathematics and Numeracy 2

Credit points:	03
Year:	2012
Student Contribution Band:	Band 1
Administered by:	School of Education

Available to students enrolled in the BEd Early Childhood Major and BEd (Professional Development Early Chilhdood Major.

Building on preservice teachers' growing understandings of how children learn mathematics in the early years, this subject will explore mathematical and pedagogical issues at an advanced level in teaching and learning mathematics across early years' curriculum frameworks (Foundation - Year 3), including examining current national and state curriculum frameworks and policies in mathematics education. The subject aims to equip preservice teachers as reflective practitioners, to plan, implement and evaluate mathematical pedagogies that are informed by research and support contemporary approaches to children's learning in the early years.

Learning Outcomes

• demonstrate sound pedagogical content knowledge for teaching early childhood mathematics as stipulated in current curriculum frameworks;
• plan for the integration of mathematical learning across all curriculum areas, and address issues of access and equity in teaching mathematics;
• demonstrate confidence and skills in planning and assessing children's mathematical learning in the early years.

Graduate Qualities

• The ability to adapt knowledge to new situations;
• The ability to think critically, to analyse and evaluate claims, evidence and arguments, and to reason and deploy evidence clearly and logically;
• The acquisition of coherent and disciplined sets of skills, knowledge, values and professional ethics from at least one discipline area.

Prerequisites:	ED3488
Inadmissible Subject Combinations:	ED4497

Availabilities
External, Study Period 1
Census Date 22-Mar-2012
Coordinator:	Dr Cliff Jackson
Method of Delivery:	WWW - LearnJCU
Assessment:	curriculum unit construction (25%); maths lesson presentation and reflection (25%); centrally-administered final exam (50%).

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.