EUB302 Early Childhood Mathematics Education 2
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: | EUB302 |
|---|---|
| Prerequisite(s): | EUB201 |
| Equivalent(s): | EAB533 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $578 |
| Domestic tuition unit fee | $3,528 |
| International unit fee | $4,572 |
Unit Outline: Semester 2 2025, Kelvin Grove, Internal
| Unit code: | EUB302 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB201 |
| Equivalent: | EAB533 |
| Coordinator: | Julia Mascadri | julia.mascadri@qut.edu.au |
Overview
This unit will build your conceptual knowledge of early childhoold mathematics. You will practise pedagogical strategies to engage young children when learning about Measurement and Geometry, and Statistics and Probability. Through participation in this unit, you will be prepared to develop young children's early mathematics knowledge and processes through quality real-world learning experiences and in supportive learning environments from birth and into primary contexts. You will explore the Early Years Learning Framework, the Queensland Kindergarten Learning Guideline, and the Australian Curriculum in relation to mathematics education.
This unit extends upon knowledge gained in EUB201 and further develops your understandings, attitudes, values and skills in relation to early childhood mathematics.
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.
- Plan a unit of work and summative assessment, including effective teaching and assessment strategies that align with numeracy and mathematics curriculum.
- Describe appropriate resources (including ICT) and explain how they develop mathematical understanding.
- Apply scholarly literature, theories and pedagogies to justify assessment and planning decisions.
- Design innovative and inclusive early childhood environments that promote age-appropriate mathematical and numeracy learning.
- Communicate professional knowledge clearly, concisely and effectively for the purposes of planning with peers and justifying teaching and learning decisions.
Content
This unit focuses on developing understanding of conceptual and pedagogical practices key to Measurement and Geometry, and Statistics and Probability. It will explore more deeply concepts that are foundational to understandings in early childhood mathematics from birth and into early primary contexts.
The unit includes the following topics:
- The pedagogical approaches that currently influence the field of mathematics and numeracy education;
- The concepts, skills and processes associated with teaching, measurement and geometry, and statistics and probability;
- Pedagogical approaches, teaching strategies and inclusive practices for mathematics and numeracy education;
- Designing learning spaces;
- Processes for planning mathematics and numeracy education; and
- Assessment strategies (informal, formal, formative and summative) and how these can be used to inform teaching and learning.
You will explore a range of teaching processes that support the development of learning opportunities for young children so they can actively engage in problem-solving and make meaning of their world from a mathematical perspective.
Learning Approaches
In this unit you will learn through engaging in the following:
- Lectures (pre-recorded);
- Workshops (online and/or face-to-face);
- Online self-directed learning;
- Personal research and readings; and
- Collaborative activities with peers.
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. Feedback is also provided through opportunities for reflection, discussion, and peer-feedback in workshops and in online activities.
Assessment
Overview
There are two assessments in this unit:
- Learning Environment Design - this assessment will draw on your learning about how to encourage and foster mathematics and numeracy learning.
- Presentation - this assessment will require you to link your understanding and knowledge of mathematics education to the work of educators in planning learning experiences and assessment.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Learning Environment Design
As a future teacher, you will be required to plan effective learning environments. This task is designed to assist you to develop these skills. You will be required to design and annotate a learning environment that encourages mathematics learning for a group of young children in either a prior-to-school setting or an early primary school setting (Prep-Year 3). You must include a range of resources, including ICTs, and explain how they engage students and develop mathematical understanding.
You will then select a resource to develop mathematical understandings within the Content Strands of Measurement and Geometry or Statistics and Probability. create five provocations using your resource with photos and write a 700-word justification of the resource using literature and unit materials.
'This assignment is eligible for the 48-hour late submission period and assignment extensions.'
Assessment: Presentation
You are required to present a unit of work in early years mathematics for a group of young children in a prior-to-school setting or school setting (P – Year 3). You will prepare a 10-minute presentation where you share your unit of work with colleagues. The presentation will include an overview of the unit linking to curriculum documents (Australian Curriculum or the Queensland Kindergarten Learning Guidelines), a diagnostic assessment to help you plan for learning, five lesson plans, a summative assessment task and a rationale for the teaching and learning experiences. You must identify a specific mathematics focus for the learning experience, which must fall within the Content Strands: Measurement and Geometry, Statistics and Probability.
'This assignment is eligible for the 48-hour late submission period and assignment extensions.'
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.
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
- Physical, social and intellectual development and characteristics of students
Relates to: Learning Environment Design, Presentation - Understand how students learn
Relates to: Learning Environment Design - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Learning Environment Design - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Learning Environment Design
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Learning Environment Design, Presentation - Content selection and organisation
Relates to: Presentation - Curriculum, assessment and reporting
Relates to: Presentation - Literacy and numeracy strategies
Relates to: Learning Environment Design, Presentation
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Presentation - Select and use resources
Relates to: Learning Environment Design
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Learning Environment Design - Maintain student safety
Relates to: Learning Environment Design
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Presentation - Make consistent and comparable judgements
Relates to: Presentation
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, ULO2, ULO3, Learning Environment Design, Presentation - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO4, Learning Environment Design, Presentation - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO5, Learning Environment Design - Innovative: Create innovative future-focused learning.
Relates to: ULO5, Learning Environment Design - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Learning Environment Design, Presentation
Unit Outline: Semester 2 2025, Online
| Unit code: | EUB302 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB201 |
| Equivalent: | EAB533 |
Overview
This unit will build your conceptual knowledge of early childhoold mathematics. You will practise pedagogical strategies to engage young children when learning about Measurement and Geometry, and Statistics and Probability. Through participation in this unit, you will be prepared to develop young children's early mathematics knowledge and processes through quality real-world learning experiences and in supportive learning environments from birth and into primary contexts. You will explore the Early Years Learning Framework, the Queensland Kindergarten Learning Guideline, and the Australian Curriculum in relation to mathematics education.
This unit extends upon knowledge gained in EUB201 and further develops your understandings, attitudes, values and skills in relation to early childhood mathematics.
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.
- Plan a unit of work and summative assessment, including effective teaching and assessment strategies that align with numeracy and mathematics curriculum.
- Describe appropriate resources (including ICT) and explain how they develop mathematical understanding.
- Apply scholarly literature, theories and pedagogies to justify assessment and planning decisions.
- Design innovative and inclusive early childhood environments that promote age-appropriate mathematical and numeracy learning.
- Communicate professional knowledge clearly, concisely and effectively for the purposes of planning with peers and justifying teaching and learning decisions.
Content
This unit focuses on developing understanding of conceptual and pedagogical practices key to Measurement and Geometry, and Statistics and Probability. It will explore more deeply concepts that are foundational to understandings in early childhood mathematics from birth and into early primary contexts.
The unit includes the following topics:
- The pedagogical approaches that currently influence the field of mathematics and numeracy education;
- The concepts, skills and processes associated with teaching, measurement and geometry, and statistics and probability;
- Pedagogical approaches, teaching strategies and inclusive practices for mathematics and numeracy education;
- Designing learning spaces;
- Processes for planning mathematics and numeracy education; and
- Assessment strategies (informal, formal, formative and summative) and how these can be used to inform teaching and learning.
You will explore a range of teaching processes that support the development of learning opportunities for young children so they can actively engage in problem-solving and make meaning of their world from a mathematical perspective.
Learning Approaches
In this unit you will learn through engaging in the following:
- Lectures (pre-recorded);
- Workshops (online and/or face-to-face);
- Online self-directed learning;
- Personal research and readings; and
- Collaborative activities with peers.
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. Feedback is also provided through opportunities for reflection, discussion, and peer-feedback in workshops and in online activities.
Assessment
Overview
There are two assessments in this unit:
- Learning Environment Design - this assessment will draw on your learning about how to encourage and foster mathematics and numeracy learning.
- Presentation - this assessment will require you to link your understanding and knowledge of mathematics education to the work of educators in planning learning experiences and assessment.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Learning Environment Design
As a future teacher, you will be required to plan effective learning environments. This task is designed to assist you to develop these skills. You will be required to design and annotate a learning environment that encourages mathematics learning for a group of young children in either a prior-to-school setting or an early primary school setting (Prep-Year 3). You must include a range of resources, including ICTs, and explain how they engage students and develop mathematical understanding.
You will then select a resource to develop mathematical understandings within the Content Strands of Measurement and Geometry or Statistics and Probability. create five provocations using your resource with photos and write a 700-word justification of the resource using literature and unit materials.
'This assignment is eligible for the 48-hour late submission period and assignment extensions.'
Assessment: Presentation
You are required to present a unit of work in early years mathematics for a group of young children in a prior-to-school setting or school setting (P – Year 3). You will prepare a 10-minute presentation where you share your unit of work with colleagues. The presentation will include an overview of the unit linking to curriculum documents (Australian Curriculum or the Queensland Kindergarten Learning Guidelines), a diagnostic assessment to help you plan for learning, five lesson plans, a summative assessment task and a rationale for the teaching and learning experiences. You must identify a specific mathematics focus for the learning experience, which must fall within the Content Strands: Measurement and Geometry, Statistics and Probability.
'This assignment is eligible for the 48-hour late submission period and assignment extensions.'
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.
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
- Physical, social and intellectual development and characteristics of students
Relates to: Learning Environment Design, Presentation - Understand how students learn
Relates to: Learning Environment Design - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Learning Environment Design - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Learning Environment Design
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Learning Environment Design, Presentation - Content selection and organisation
Relates to: Presentation - Curriculum, assessment and reporting
Relates to: Presentation - Literacy and numeracy strategies
Relates to: Learning Environment Design, Presentation
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Presentation - Select and use resources
Relates to: Learning Environment Design
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Learning Environment Design - Maintain student safety
Relates to: Learning Environment Design
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Presentation - Make consistent and comparable judgements
Relates to: Presentation
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, ULO2, ULO3, Learning Environment Design, Presentation - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO4, Learning Environment Design, Presentation - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO5, Learning Environment Design - Innovative: Create innovative future-focused learning.
Relates to: ULO5, Learning Environment Design - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Learning Environment Design, Presentation