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Unit outline_

EDEC3003: Mathematics in Early Childhood

Semester 1, 2022 [Normal day] - Camperdown/Darlington, Sydney

This unit of study supports students' developing knowledge, skills and understanding of the cognitive development of infants, toddlers and young children and in particular the way understandings about number, patterns, measurement, spatial awareness and other mathematical concepts are supported in the early childhood context.

Unit details and rules

Academic unit Education
Credit points 6
Prerequisites
? 
90 credit points including EDEC2002 OR EDEC2010
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Jennifer Way, jennifer.way@sydney.edu.au
Tutor(s) Wilma Murdoch, wilma.murdoch@sydney.edu.au
Type Description Weight Due Length
Assignment group assignment Online reflection and discussion
n/a
20% Week 05 1000 words
Outcomes assessed: LO1 LO2 LO5 LO6 LO7
Assignment group assignment Observation and planning report
N/A
40% Week 08 1750 words
Outcomes assessed: LO1 LO2 LO5
Assignment Design of play space
n/a
40% Week 11 1750 words
Outcomes assessed: LO1 LO3 LO4 LO5
group assignment = group assignment ?

Assessment summary

  • Online reflection and discussion: This assignment requires individual contributions to a group online discussion, inside the Canvas website. During the discussion with peers, individuals will critically reflect on their emerging understanding of the nature of early-years mathematics education.
  • Observation and planning report: In pairs, observe an infant or toddler (0 to 3 age range) for a total of 10-15 minutes, (alternative observation source via video) as he/she interacts with his/her environment and plays. From your observations infer the mathematical thinking and learning that is taking place. Based on this analysis, suggest and justify three developmentally appropriate ways in which an adult (in the home or in a centre) can alter or enrich the observed environment and/or the child’s interactions with it, to provide further mathematical learning opportunities.
  • Design of play space: Individual students will select an aspect of mathematical development relevant to 2 to 5 year-olds (e.g. pattern, counting, representation of position, or length measurement) and design a play space (including the arrangement of resources within it) intended to achieve some specified learning outcomes. In contrast to Assignment 1, the starting point for you’re your planning is the selection of intended learning outcome for mathematics, rather than the observation of an existing environment.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Work of an exceptional standard

Distinction

75 - 84

Work of a very high standard

Credit

65 - 74

Work of a good standard

Pass

50 - 64

Work of an acceptable standard

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Challenging perceptions & attitudes. Importance of teacher and child dispositions. Lecture (1 hr) LO7
Introduction to unit Activities designed to stimulate critical reflection on your own attitudes and dispositions and consider how these might influence your work as early childhood teachers. Readings and video clips will begin the journey towards ‘seeing the maths’ in children’s play Tutorial (2 hr) LO7
Week 02 Early mathematical concepts and ‘Numeracy’ foundations 0-2 years Lecture (1 hr) LO1
The relationship between Numeracy and mathematics is considered. Students will explore some of the earliest mathematical concepts and processes through considering a broad range of play spaces. Observing and assessing children’s mathematical development – Assignment 1 briefing Tutorial (2 hr) LO1 LO2 LO6
Week 03 The development of quantity sense, early number & counting Lecture (1 hr) LO1 LO2 LO3
Early number development, including subitising, through examining and discussing a collection of picture books, rhymes, songs and images of numbers in the environment Tutorial (2 hr) LO2 LO3
Week 04 The development of spatial and geometric thinking Lecture (1 hr) LO2 LO3 LO4
Drawing on developmental research from birth through to 5 years, students will explore children’s spatial play, positional concepts and representation strategies, including gesture and language. Tutorial (2 hr) LO1 LO2 LO3 LO4
Week 05 Measurement learning sequence, language of measurement Lecture (1 hr) LO3 LO4
Consider the various attributes of objects and spaces that can be measured, and the foundational concepts that children develop through interaction with their environment Tutorial (2 hr) LO1 LO3 LO4 LO5
Week 06 Pattern & structure Emerging mathematical representations Lecture (1 hr) LO1 LO2 LO3 LO4
Recent research has emphasised the central role that children’s perception and use of pattern and structure, plays in mathematical development, and the importance of representation of mathematical ideas, including gesture and emergent drawing. The art of ‘setting up’ for maths learning, and Mathematical ‘storying’. Tutorial (2 hr) LO1 LO2 LO3 LO4
Week 07 Early addition & subtraction strategies Part-whole concepts Lecture (1 hr) LO3 LO6
Explore materials and experiences, including digital resources, intended to further develop young children’s understanding of number and the application of counting skills Tutorial (2 hr) LO3 LO6
Week 08 Thinking about chance Data argumentation Lecture (1 hr) LO3
Consider what ‘exploring chance and data concepts’ in the early years involves. The role of mathematical games as a form of mathematical experience will also be considered. Tutorial (2 hr) LO3 LO4
Week 09 (ANZAC Day) Considering equity and inclusion in mathematical experiences – including gender bias. Video stimulus and online discussion Tutorial (3 hr) LO1 LO7
Week 10 Types of teacher interaction and play spaces Lecture (1 hr) LO3 LO4
Revisiting previous workshop experiences and examples of children’s learning to collaboratively develop an overview of types of teacher actions and interactions, and guidelines for judging ‘what to do and when to do it’. Tutorial (2 hr) LO3 LO4
Week 11 Planning learning experiences and integrative approaches Lecture (1 hr) LO2 LO3 LO4 LO6
Drawing on accumulated experiences, participate in concept mapping tasks and ‘forward planning’ scenarios that integrate other curriculum areas and aspects of child development. Tutorial (2 hr) LO2 LO3 LO4 LO6
Week 12 Transition to school mathematics The significance of drawing development Lecture (1 hr) LO3 LO5
Students will explore the Mathematics Syllabus for the first year of school, expectations for activity participation and verbalization of thinking, and the type of diagnostic assessment used – and consider what preparation might be beneficial to pre-school children. Advising parents. Tutorial (2 hr) LO3 LO5 LO6

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Textbook: Knaus, M. (2013). Maths is all around you: Developing mathematical concepts in the early years. Albert Park, Australia: Teaching Solutions.

https://www.teachingsolutions.com.au/EarlyChildhood/Product/Detail/TS0102

 

 

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. discuss the nature of mathematics in relation to the development, strengths and interests of infants, toddlers and young children
  • LO2. recognise engagement with mathematical ideas by infants and toddlers, and plan for experiences to nurture further development
  • LO3. demonstrate knowledge and understanding of the concepts, skills and processes of mathematics that form the basis of learning programs for toddlers and pre-schoolers, including the planning of activities that support transition to school
  • LO4. demonstrate research-based knowledge of the pedagogies associated with a variety of mathematical ideas and representations in relation to the development of young children - including creativity, logical thinking and problem solving
  • LO5. extend your understanding about working in partnership with families in providing numeracy experiences for infants, toddlers and young children
  • LO6. assess a young child’s early mathematical thinking and plan appropriate learning experiences to develop the child’s thinking and problem solving
  • LO7. reflect critically upon personal beliefs, experiences, attitudes and learning style toward mathematics and consider how these may impact on the teaching of mathematics.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian Children's Education & Care Quality Authority - ACECQA
1.1. Learning, development and care
LO2
Australian Children's Education & Care Quality Authority - ACECQA
2.2. Play based pedagogies
2.3. Guiding behaviour / engaging young learners
3.3. Numeracy, science and technology
LO3
Australian Children's Education & Care Quality Authority - ACECQA
1.1. Learning, development and care
1.2. Language development
1.8. Transitions and continuity of learning (including transition to school).
2.1. Alternative pedagogies and curriculum approaches.
2.2. Play based pedagogies
2.4. Teaching methods and strategies
3.2. The Australian curriculum
LO4
Australian Children's Education & Care Quality Authority - ACECQA
2.1. Alternative pedagogies and curriculum approaches.
2.4. Teaching methods and strategies
2.5. Children with diverse needs and backgrounds
3.1. Early Years Learning Framework
LO5
Australian Children's Education & Care Quality Authority - ACECQA
4.1. Developing family and community partnerships
4.4. Socially inclusive practice
LO6
Australian Children's Education & Care Quality Authority - ACECQA
2.4. Teaching methods and strategies
3.9. Curriculum planning, programming and evaluation
LO7
Australian Children's Education & Care Quality Authority - ACECQA
6.3. Professional identity and development

This section outlines changes made to this unit following staff and student reviews.

Feedback from 2020 students has resulted in greater emphasis being placed of providing formative feedback to students during the semester.

More information can be found on Canvas

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.