80183 THE EMERGENT NUMERACY OF YOUNG CHILDREN

Year	No.	Offer	Mode	Description			Cred. Pts
97	80183 	S3  	X 	EMERGENT NUMERACY Y/CHILD 	1.00

Contents

• Staffing
• Rationale
• Synopsis
• Objectives
• Topics
• Texts
• Recommended References
• Student Workload
• Assessment Details

STAFFING:

RATIONALE:

From  infancy,  children  are  actively  engaged  in  acquiring  basic
concepts  which,  as  the  building blocks  of  knowledge,  allow  the
organisation  and  categorisation of information. Through  interaction
with  the  environment during everyday activities, children  construct
and test these concepts which include concepts of mathematics.

It  is  important that adults such as parents and caregivers  who  are
influential in the early years of a child's life have an understanding
of   how  young  children  acquire  mathematical  knowledge  so   that
appropriate  experiences may be provided to encourage the  acquisition
of  such  concepts.  Additionally an awareness of the  development  of
mathematical language, fundamental mathematical concepts  and  skills,
and  the  sequence  of  the  discipline knowledge  of  mathematics  is
necessary.

SYNOPSIS:

This unit examines the development of mathematical concepts and skills
in children from birth to six years. Emphasis is given to the types of
learning  experiences for the very young which encourage  the  child's
exploration  and  acquisition of the fundamental concepts,  attitudes,
and skills involved in emerging numeracy.

OBJECTIVES:

On successful completion of this unit students will be able
to:

1. Demonstrate an understanding of the teaching and learning
   theories associated with mathematical cognitive development in
   young children;
   
2. Apply such theories to the development of appropriate learning
   and assessment activities;
   
3. Explain the role of language in the teaching and learning
   mathematics;
   
4. Utilise an appropriate mathematical language for teaching and
   learning mathematics;
   
5. Describe a range of learning environments and materials for
   young children which enhance mathematical learning;
   
6. Explain the importance of play in the acquisition of initial
   mathematical learning;
   
7. Describe mathematical learning opportunities which may be
   provided through structured and unstructured preschool
   activities;
   
8. Critically evaluate various materials to assess their
   usefulness;
   
9. Identify the fundamental mathematical concepts, skills and
   attitudes which young children usually develop from birth to 5
   years;
   
10. Explain the various higher-level mathematical concepts which
    young children may develop;
    
11. Describe problem solving applications for young children which
    foster their mathematical learning;
    
12. Identify the six number symbol skills acquired by young
    children during the preoperational period;
    
13. List ways in which parents may encourage mathematical learning
    in young children at home.
    

TOPICS:

 Description                                                    Weighting(%)

The development of math concepts                                      15.00

The role of language in teaching and learning methods                 15.00

The role of materials in developing mathematics thinking              10.00

Fundamental mathematical concepts, attitudes, and skills              10.00

Applications of fundamental concepts and skills                       10.00

Mathematical learning through play                                    10.00

Sets and number symbol skills                                         10.00

Higher-level activities and concepts                                  10.00

Young children and problem solving                                    5.00

Parents and maths in the home                                         5.00

TEXT and MATERIALS to be PURCHASED:

RECOMMENDED REFERENCE MATERIALS:

Australian Early Childhood Association 1990, Australian Journal of
Early Childhood, vol. 15, no. 1.

Baratta-Lorton, Mary. 1979 Workjobs II: Number Activities for Early
Childhood. Menlo Park, CA: Addison-Wesley Publishing Co.

Bickmore-Brand, J. (ed). 1990 Language in mathematics. Carlton
South, VIC: Australian Reading Association.

Charlesworth, R. 1995, Experiences in Math for Young Children, 4
edn, Delmar, New York.

Charlesworth, R. & Radeloff, D. J. 1991 Experiences in Math for Young
Children, 2nd Edition. Albany, New York: Delmar Publishers Inc.

Elliott, Alison. 1987 Computers, Learning and Young Children.
Watson, ACT: Australian Early Childhood Association, Inc.

Elliott, Alison. 1990 Computer-based Mathematical Experiences in an
Early Intervention Program. Australian Journal of Early Childhood 15
(3), 37-45.

Fleer, M. 1989, Jigsaw Puzzles, Australian Early Childhood
Association.

Fry, Ian. 1992 Rediscovering Unit Blocks. Watson, ACT: Australian
Early Childhood Association, Inc.

Hawthorne, W. 1992, Young Children and Mathematics, Australian Early
Childhood Association Inc.

Labinowicz, Ed. 1985 Learning From Children: New Beginnings for
Teaching Numerical Thinking. Menlo Park, CA: Addison-Wesley
Publishing Company, Inc.

Martin, R. & Wilkinson, L. 1989, The Language of Mathematics: A
Teacher Resource Book, Martin International.

Morrow, Jan. 1989 Maths is Childsplay. Essex: Longman Group UK Ltd.

Phillips, John L. 1981 Paiget's Theory: A Primer San Francisco: W.H.
Freeman and Company.

Skinner, Penny. 1990 What's Your Problem?: Posing and Sovling
Mathematical Problems in Junior Classes. South Melbourne, VIC: Thomas
Nelson Australia.

Tertini, Judy. 1986 Mathematics for the Very Young: A Resource Book.
Sydney: Horwitz Grahame Pty Ltd.

Tertini, Judy. 1989 Maths Games To Make and Play. Sydney: Horwitz
Grahame Pty Ltd.

Tertini, Judy. 1992 Play and Learn Maths: Ideas to use with the under
fives. Milton, QLD: The Jacaranda Press.

The National Council of Teachers of Mathematics, Inc. 1990
Mathematics for the young child.

Thyer, D & Maggs, J. 1991 Teaching mathematics to young children,
Third Edition. London: Cassell Educational Limited.

Welchman-Tischler, Rosamond. 1992 How to Use Children's Literature to
Teach Mathematics.Reston, Virginia: The National Council of Teacher
of Mathematics.

STUDENT WORKLOAD REQUIREMENTS:

	ACTIVITY				HOURS
Directed Study                                	80
Private Study                                 	40
Assessments                                   	45

ASSESSMENT DETAILS:

No  *F/S Marks     Due        Description                              Wtg(%)    LBL
1   S              19/12/97  DESIGN & EVAL OF PIECE OF MATH EQUIP      40.00     Y
2   S              06/02/98  DESIGN OF A NUMERACY PROGRAM              60.00     Y