EUB201 Early Childhood Mathematics Education 1
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB201 |
|---|---|
| Equivalent(s): | EAB532 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,816 |
| International unit fee | $4,932 |
Unit Outline: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | EUB201 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB532 |
| Coordinator: | Julia Mascadri | julia.mascadri@qut.edu.au |
Overview
This introductory early childhood mathematics unit will develop your understanding of content knowledge and the teaching practices associated with Number and Algebra, including play-based pedagogies. The unit raises awareness of the importance of mathematical learning in early childhood, and considers ways to engage young children in meaningful mathematical learning in prior-to-school and primary school settings. Both the Australian Curriculum and Early Years Learning Framework will be utilised.
This unit builds a foundation for the proceeding EUB302 Early Childhood Mathematics Education 2 unit.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret the concepts, substance and structure of mathematics curricula for both prior to school and primary school contexts.
- Explain pedagogical approaches drawing on academic and professional literature.
- Select a range of resources, including ICTs, that engage and support diverse learners in both prior to school and primary school contexts.
- Plan creative learning experiences aligned to curriculum drawing on numeracy teaching and assessment strategies.
- Communicate with carers/parents about mathematical concepts and approaches to teaching and assessment.
Content
This unit focuses on conceptual and pedagogical approaches to teaching Number and Algebra in early childhood and early primary education. It explores foundational mathematical concepts from birth through to Year 3 of school. You will develop subject-matter expertise in age-appropriate numeracy instruction, including explicit teaching strategies that foster children's fluency, understanding, problem-solving, and reasoning.
Content and learning activities in this unit include:
- Current pedagogical approaches shaping mathematics and numeracy education
- Play-based pedagogies in early mathematics learning
- Key concepts, skills, and processes in teaching number and algebra
- Explicit teaching strategies and problem-solving approaches in mathematics
- Numeracy teaching strategies and their application across subject areas
- Planning processes for mathematics and numeracy education
- Selecting age-appropriate inclusive resources and strategies to engage diverse learners
- Using student data to inform teaching and learning
- Communicating with parents and carers about children's mathematical development
Some examples of activities you will participate in are:
- Design age-appropriate learning sequences that engage children's natural curiosity to build conceptual understanding and support children towards independent mathematical thinking.
- Practice how to model mathematical strategies, including math-talks, think-alouds and worked examples, followed by scaffolded practice and appropriate use of independent problem-solving.
- Discussion about how guided instruction builds capacity for independent problem-solving and why guided practice, rather than problem-solving, should represent the majority of teaching and learning time.
- Learn how to design meaningful recall and practice opportunities that build young children’s confidence and fluency.
- Discussion about the research evidence that shows the role of numeracy as a foundational component of young children's learning, thinking, and engagement across the curriculum (e.g., Duncan et al., 2007).
- Ongoing reflection and discussion about how to build children's conceptual understanding, fluency, reasoning and problem solving skills for the strand of number and algebra.
CC: 1.3.3, 2.2.4, 2.2.5, 2.2.6, 2.5, 2.5.1, 2.5.2, 2.5.3, 2.5.4.
Learning Approaches
In this unit you will learn through engaging in the following:
- Workshops (online and/or face-to-face)
- Online self-directed learning
- Personal research and readings
- Collaborative activities with peers, and
- Engagement with mathematics.
Feedback on Learning and Assessment
You will gain feedback in this unit through participation in weekly workshops with academics and peers. You will receive written feedback on your summative assessment from teaching staff. Opportunities for formative feedback on the development of your communication tool will be available at points throughout the unit. Feedback to you is provided through opportunities for reflection, discussion and peer-feedback in workshops and in online activities.
Assessment
Overview
You will complete two pieces of assessment:
- Communication Tool - This will draw on your understanding of the importance of mathematics and numeracy in the early years. You will develop the skills required to plan engaging learning experiences, and to communicate about these experiences with parents.
- Timed Online Exam - This will enable you to connect all that you have learned in the unit including numeracy, Number and Algebra topics, teaching and assessment strategies.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Communication tool
You will design a digital communication tool for parents and carers of kindergarten children that will focus on a specific topic in early years mathematics (within Number or Algebra). The communication tool will include:
- An overview of the importance of early childhood mathematics in young children's development.
- A learning experience plan that integrates literacy and numeracy strategies, aligning with relevant research, policy, and curriculum guidelines.
- A micro-teaching video demonstrating a learning activity.
- A range of supporting resources, including ICT-based materials.
Your work should demonstrate subject expertise in effective numeracy instruction, including explicit mathematics teaching and the development of fluency, understanding, problem-solving, and reasoning.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Exam
You will apply pedagogical content knowledge of early childhood mathematics education to respond to open-ended questions related to teaching and assessing the Mathematics strands of Number and Algebra.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Recommended text(s)
MacDonald, A. (2018). Mathematics in Early Childhood Education. Oxford.
Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Bragg, L., Cooke, A., Fanshawe, M., Gronow, M. (2022). Helping children learn mathematics. (4th Australian edition). Wiley.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Communication tool, Exam
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Communication tool, Exam - Content selection and organisation
Relates to: Communication tool - Curriculum, assessment and reporting
Relates to: Communication tool - Literacy and numeracy strategies
Relates to: Communication tool, Exam
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Communication tool, Exam - Plan, structure and sequence learning programs
Relates to: Communication tool, Exam - Use teaching strategies
Relates to: Communication tool, Exam - Select and use resources
Relates to: Communication tool, Exam - Engage parents/carers in the educative process
Relates to: Communication tool
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Communication tool, Exam
5 Professional Practice: Assess, provide feedback and report on student learning
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Communication tool
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO1, ULO4, Communication tool, Exam - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Communication tool - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Communication tool, Exam - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Communication tool, Exam - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Communication tool
Unit Outline: Semester 1 2026, Online
| Unit code: | EUB201 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB532 |
Overview
This introductory early childhood mathematics unit will develop your understanding of content knowledge and the teaching practices associated with Number and Algebra, including play-based pedagogies. The unit raises awareness of the importance of mathematical learning in early childhood, and considers ways to engage young children in meaningful mathematical learning in prior-to-school and primary school settings. Both the Australian Curriculum and Early Years Learning Framework will be utilised.
This unit builds a foundation for the proceeding EUB302 Early Childhood Mathematics Education 2 unit.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret the concepts, substance and structure of mathematics curricula for both prior to school and primary school contexts.
- Explain pedagogical approaches drawing on academic and professional literature.
- Select a range of resources, including ICTs, that engage and support diverse learners in both prior to school and primary school contexts.
- Plan creative learning experiences aligned to curriculum drawing on numeracy teaching and assessment strategies.
- Communicate with carers/parents about mathematical concepts and approaches to teaching and assessment.
Content
This unit focuses on conceptual and pedagogical approaches to teaching Number and Algebra in early childhood and early primary education. It explores foundational mathematical concepts from birth through to Year 3 of school. You will develop subject-matter expertise in age-appropriate numeracy instruction, including explicit teaching strategies that foster children's fluency, understanding, problem-solving, and reasoning.
Content and learning activities in this unit include:
- Current pedagogical approaches shaping mathematics and numeracy education
- Play-based pedagogies in early mathematics learning
- Key concepts, skills, and processes in teaching number and algebra
- Explicit teaching strategies and problem-solving approaches in mathematics
- Numeracy teaching strategies and their application across subject areas
- Planning processes for mathematics and numeracy education
- Selecting age-appropriate inclusive resources and strategies to engage diverse learners
- Using student data to inform teaching and learning
- Communicating with parents and carers about children's mathematical development
Some examples of activities you will participate in are:
- Design age-appropriate learning sequences that engage children's natural curiosity to build conceptual understanding and support children towards independent mathematical thinking.
- Practice how to model mathematical strategies, including math-talks, think-alouds and worked examples, followed by scaffolded practice and appropriate use of independent problem-solving.
- Discussion about how guided instruction builds capacity for independent problem-solving and why guided practice, rather than problem-solving, should represent the majority of teaching and learning time.
- Learn how to design meaningful recall and practice opportunities that build young children’s confidence and fluency.
- Discussion about the research evidence that shows the role of numeracy as a foundational component of young children's learning, thinking, and engagement across the curriculum (e.g., Duncan et al., 2007).
- Ongoing reflection and discussion about how to build children's conceptual understanding, fluency, reasoning and problem solving skills for the strand of number and algebra.
CC: 1.3.3, 2.2.4, 2.2.5, 2.2.6, 2.5, 2.5.1, 2.5.2, 2.5.3, 2.5.4.
Learning Approaches
In this unit you will learn through engaging in the following:
- Workshops (online and/or face-to-face)
- Online self-directed learning
- Personal research and readings
- Collaborative activities with peers, and
- Engagement with mathematics.
Feedback on Learning and Assessment
You will gain feedback in this unit through participation in weekly workshops with academics and peers. You will receive written feedback on your summative assessment from teaching staff. Opportunities for formative feedback on the development of your communication tool will be available at points throughout the unit. Feedback to you is provided through opportunities for reflection, discussion and peer-feedback in workshops and in online activities.
Assessment
Overview
You will complete two pieces of assessment:
- Communication Tool - This will draw on your understanding of the importance of mathematics and numeracy in the early years. You will develop the skills required to plan engaging learning experiences, and to communicate about these experiences with parents.
- Timed Online Exam - This will enable you to connect all that you have learned in the unit including numeracy, Number and Algebra topics, teaching and assessment strategies.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Communication tool
You will design a digital communication tool for parents and carers of kindergarten children that will focus on a specific topic in early years mathematics (within Number or Algebra). The communication tool will include:
- An overview of the importance of early childhood mathematics in young children's development.
- A learning experience plan that integrates literacy and numeracy strategies, aligning with relevant research, policy, and curriculum guidelines.
- A micro-teaching video demonstrating a learning activity.
- A range of supporting resources, including ICT-based materials.
Your work should demonstrate subject expertise in effective numeracy instruction, including explicit mathematics teaching and the development of fluency, understanding, problem-solving, and reasoning.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Exam
You will apply pedagogical content knowledge of early childhood mathematics education to respond to open-ended questions related to teaching and assessing the Mathematics strands of Number and Algebra.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Recommended text(s)
MacDonald, A. (2018). Mathematics in Early Childhood Education. Oxford.
Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Bragg, L., Cooke, A., Fanshawe, M., Gronow, M. (2022). Helping children learn mathematics. (4th Australian edition). Wiley.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Communication tool, Exam
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Communication tool, Exam - Content selection and organisation
Relates to: Communication tool - Curriculum, assessment and reporting
Relates to: Communication tool - Literacy and numeracy strategies
Relates to: Communication tool, Exam
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Communication tool, Exam - Plan, structure and sequence learning programs
Relates to: Communication tool, Exam - Use teaching strategies
Relates to: Communication tool, Exam - Select and use resources
Relates to: Communication tool, Exam - Engage parents/carers in the educative process
Relates to: Communication tool
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Communication tool, Exam
5 Professional Practice: Assess, provide feedback and report on student learning
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Communication tool
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO1, ULO4, Communication tool, Exam - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Communication tool - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Communication tool, Exam - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Communication tool, Exam - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Communication tool