Year No. Offer Mode Description Cred. Pts 00 80154 S1 D NUMERACY FOR THE YOUNG CHI 1.00
From infancy, children are actively engaged in acquiring basic concepts which 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 develop mathematical knowledge so that appropriate experiences may be provided to encourage such development. 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.
This unit examines the development of mathematical concepts and skills in children from birth to eight years. Emphasis is given to the types of learning experiences which encourage the young child's exploration and acquisition of the fundamental concepts, attitudes, and skills involved in emerging numeracy.
On successful completion of this unit students will be able
to:
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
Australian Early Childhood Association 1990, Australian Journal of
Early Childhood, vol. 15, no. 1.
Baker, D., Semple, C. & Stead, T. 1992, How Big is the Moon. Whole
Maths in Action., Melbourne: Oxford University Press.
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. 1999, Experiences in Math for Young Children, 4th
edn, Delmar, New York.
Charlesworth, R. 1996 Experiences in Math for Young Children, 3rd
Edition. Albany, New York: Delmar Publishers Inc.
Edwards, D. 1990, Maths in Context: A Thematic Approach, South
Yarra: Eleanor Curtain.
Elliott, A. 1996 Learning with Computers, Australian Early Childhood
Association: Watson, ACT.
Elliott, Alison. 1990 Computer-based Mathematical Experiences in an
Early Intervention Program. Australian Journal of Early Childhood 15
(3), 37-45.
Fleer, M. 1989, Jig Saw 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.
Mannigel, D. 1998. Young Children as Mathematicians. 2nd edn.
Wentworth Falls, NSW: Social Science Press.
Martin, R. & Wilkinson, L. 1989, The Language of Mathematics: A
Teacher Resource Book, Martin International.
Moomaw, S. & Hieronymus, B. 1995, More Than Counting, St Paul:
Redleaf.
Morrow, Jan. 1989 Maths is Childsplay. Essex: Longman Group UK Ltd.
Perry, B. & Conroy, J. 1994. Early Childhood and Primary
Mathematics. Sydney, NSW: Harcourt Brace.
Skinner, Penny. 1990 What's Your Problem?: Posing and Sovling
Mathematical Problems in Junior Classes. South Melbourne, VIC: Thomas
Nelson Australia.
Tertini, Judy. 1995 Mathematics for the Very Young: A Resource Book.
New edn. Sydney: Martin Educational.
Tertini, Judy. 1989 Maths Games To Make and Play. Sydney: Martin
Educational.
The National Council of Teachers of Mathematics, Inc. 1990
Mathematics for the young child. Reston: Va.
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 Teachers
of Mathematics.
ACTIVITY HOURS Directed Study 80 Private Study 40 Assessments 45
No *F/S Marks Due Description Wtg(%) LBL WWW 1 S WK 9 DESIGN & EVAL OF PIECE OF MATH EQUIP 40.00 Y N 2 S WK 16 DESIGN OF A NUMERACY PROGRAM 60.00 Y N
1 Practicum 2 x 10 days P/F
2 When there is more than one marker for a single item of
assessment, the distribution patterns and means for the different
markers will be compared and marks adjusted if necessary.
3 Marking criteria are provided in unit material as mark
sheets/guides or as part of assignment specifications.
4 Summative assessment items will be given a numerical score.
Ungraded summative assessment will be given either Pass, Fail or
Incomplete.
5 Unit Grades will be calculated by aggregating the weighted result
or numerical score for each summative assessment item. Any
ungraded assessment requirement will receive a Pass, Fail or
Incomplete.
6 All assessment items must be attempted/submitted. Assessment
items must by passed overall.
7 If assignments are submitted after the due date without an
approved extension of time, a penalty of 10% of the mark for the
assessment item will apply for each day late. Assignment
Extension Requests must be completed and submitted for approval.
8 Full participation in all scheduled classes is needed to fulfil
the requirements of this unit. Attendance sheets must be signed
at each workshop or tutorial. Failure to reach an 80% level of
attendance in workshops and tutorials without appropriate
documentary evidence may result in failure of the unit.
9 Results for this unit will not be released until field experience
and/or CFS/AFE have been completed and documentation processed.