80154 NUMERACY FOR THE YOUNG CHILD

Year	No.	Offer	Mode	Description			Cred. Pts
00	80154 	S1  	X 	NUMERACY FOR THE YOUNG CHI	1.00

Contents

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

STAFFING:

RATIONALE:

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.

SYNOPSIS:

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.

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 development in young
   children;
   
2. Apply such theories to the development of appropriate learning
   and assessment activities;
   
3. Explain the role of language in 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 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
   eight 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 number symbol skills developed 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                                      15.00
and learning methods

The role of materials in developing                                   10.00
mathematics thinking

Fundamental mathematical concepts,                                    10.00
attitudes and skills

Applications of fundamental concepts                                  10.00
and skills

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.

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
edn, 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. Watson, ACT: Australian
Early Childhood Association.

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.

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 Solving
Mathematical Problems in Junior Classes. South Melbourne, VIC: Thomas
Nelson Australia.

Smith, S. 1997, Early Childhood Mathematics, Allyn & Bacon, Needham
Hts.

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.

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.

STUDENT WORKLOAD REQUIREMENTS:

	ACTIVITY				HOURS
Directed Study                                	80
Private Study                                 	40
Assessments                                   	45

ASSESSMENT DETAILS:

No  *F/S Marks     Due        Description                              Wtg(%)    LBL WWW
1   S              WK 10     DESIGN & EVAL OF PIECE OF MATH EQUIP      40.00     Y   N
2   S              WK 16     DESIGN OF A NUMERACY PROGRAM              60.00     Y   N

OTHER REQUIREMENTS:

1    Graduate  Diploma of Education (Child Care) students may  include
     Emerging  Numeracy  practicum as part of  their  total  practicum
     hours.  Other  students will require some visits to  centres  (or
     other  contact  with Early Childhood Services)  to  complete  the
     assignments.
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    Assessment  items  will  be  given a  numerical  score.  Ungraded
     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  assessment  item.  Any  ungraded
     assessment requirement will receive a Pass, Fail or Incomplete.
6    All  assessment  items  must  be attempted/submitted.  Assessment
     items must be passed overall.
7    If  assignments  are  submitted after the  due  date  without  an
     approved extension of time, a penalty of 20% of the mark for  the
     assessment item will apply for each week late.