Skip to main content
USQ Logo
The current and official versions of the course specifications are available on the web at http://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EHM1200 Mathematics in Early Primary

Semester 1, 2019 On-campus Springfield
Short Description: Mathematics in Early Primary
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Teacher Education and Early Childhood
Student contribution band : National Priority - Teaching
ASCED code : 070100 - Teacher Education
Grading basis : Graded

Staffing

Examiner: Alwyn Powell

Requisites

Students must be enrolled in: BEDU(EarlyChild or Primary or Primary+SpecEduc or SpecEduc or HPE Primary or SHPE Primary) or BECH
Pre-requisite: BEDU(EarlyChild) Only - ECM1100 or EDX3280
Enrolment is not permitted if EDX1280 has been previously completed

Other requisites

Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.

Rationale

In recent years there has been a global recognition that children encounter mathematics long before formal schooling. There has also been a global recognition of the importance of children’s early experiences with mathematics to later academic success. As children start school, an opportunity to build on these early experiences emerges. In Australia, this opportunity has been realised through the development of the Australian Curriculum: Mathematics, and also the Early Years Learning Framework. This course recognises the importance of such development as well as the mathematical foundations that children arrive with at primary school by supporting pre-service educators to develop strategies that explicitly build on such foundations in the first three years of school.

Synopsis

This is the first course in a suite of three that focuses on the teaching of mathematics to children at different stages of schooling. This course is focused on the early years, and has been designed to introduce pre-service educators to mathematics teaching and learning in the first three years of school (Foundation to Year 3). Throughout the course, pre-service educators will become familiar with the three curriculum content strands (number and algebra, measurement and geometry, and statistics and probability), and also the proficiency strands of the Australian Curriculum: Mathematics. They will gain an awareness of the place of mathematics within the Early Years Learning Framework, at home and within the wider community, and will be supported to develop effective pedagogical strategies to build on this mathematics in the primary school context. An approach to teaching that is based on thinking strategies rather than rote procedures will be emphasised.

Objectives

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

  1. identify and plan to build upon the mathematical understandings, knowledge and skills that young children exhibit in their everyday experiences (APST 1.1, 2.1, 2.2, 3.3)
  2. draw on current mathematics theory and policy documents, including EYLF and Australian Curriculum: Mathematics, to support their pedagogical choices (APST 1.2, 3.3, 3.4)
  3. use appropriate mathematical content knowledge for the early years of school (F – 3) (APST 2.1, 2.2)
  4. critically analyse the appropriateness of different resources and tools, including ICT for the effective teaching of mathematics (APST 3.4)
  5. plan effectively for mathematics teaching and learning (including considerations of ICT) in the early years of school (APST 2.1, 2.3, 2.5).

Topics

Description Weighting(%)
1. Current theories and policy documents in mathematics education 15.00
2. The 'Big Ideas' in mathematics education 15.00
3. Mathematics prior to school 15.00
4. The transition to school 15.00
5. Mathematics curriculum in the early years of school 20.00
6. Mathematical content knowledge in the early years of school (F-3). 20.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2019&sem=01&subject1=EHM1200)

Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

Reys, RE, Lindquist, M, Lambdin, DV, Smith, NL, Rogers, A, Cooke, A, Ewing, B, Robson, K & Bennet, S 2017, Helping Children Learn Mathematics, 2nd edn, John Wiley & Sons Australia, Milton, Qld.
(Please note, students who have purchased an earlier edition for a previous subject can use that edition, rather than purchase this new edition.)

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Student workload expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 40 40 22 Apr 2019
ASSIGNMENT 2 50 50 06 Jun 2019
ASSIGNMENT 3 10 10 06 Jun 2019

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    Not applicable.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.

Assessment notes

  1. APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide at http://www.usq.edu.au/library/referencing.

  2. Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.

  3. Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:

  1. internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
  2. Queensland College of Teachers
  3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

  1. Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.

  2. Email and Internet access: Students will require access to e-mail and have Internet access to UConnect for this course.