EUN107 Mathematics and Numeracy 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: | EUN107 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | EUN107 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Chrystal Whiteford | chrystal.whiteford@qut.edu.au |
Overview
The development of mathematics knowledge, skills and applications across a wide range of situations is critical for your development as an early childhood or primary teacher. Mathematics knowledge and skills are included in your course because you will develop theoretical and practical knowledge to support learners as they learn to become numerate. This unit provides you with the foundations of the Australian Curriculum: Mathematics - Number and Measurement strands. Dispositions for learning in early numeracy is explored in the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline. You will develop your confidence and capacity to teach Number and Measurement and their interconnections with other curriculum areas, educational contexts and wider society.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply understanding of mathematics content, pedagogical content knowledge, curriculum and teaching strategies to plan a sequence of learning experiences (CLO1).
- Justify teaching and learning decisions based on mathematical education theory and research (CLO2).
- Identify strategies, including the safe and ethical use of ICTs, to support inclusive student participation and engagement in mathematics tasks (CLO3).
- Design an innovative numeracy resource that can be included in an engaging learning experience (CLO4).
Content
This unit will cover the following topics:
- The development of Number and Measurement concepts and their application in play based learning experiences and across prior-to-school and school curriculum
- The development of the proficiency of problem solving
- Beginning processes, with a particular focus on number and measurement
- The development of conceptual understanding of operations, patterns and measurement
- Teaching strategies for using ICTs to expand learning and ways to support children's safe, responsible and ethical use of them
- Cross-cultural understanding of mathematics, for example, Aboriginal and Torres Strait Islander perspectives.
- Designing learning sequences that organise and align content, assessment and curriculum
- Strategies to develop numeracy in real-world contexts
Learning Approaches
This unit engages you in your learning through innovative multi-sensory and multi-representational approaches to teaching and learning. You will develop your critical knowledge of the mathematics education field and have opportunities to apply your knowledge and skills during workshops and professional experience. In this unit you will undergo pre and post testing to assess your own mathematical knowledge and skills. The content and organisation is designed for you to keep track of your progress in the unit and the course, and for you to gather evidence of meeting unit and course outcomes.
A blended learning approach will be adopted in this unit and includes a combination of lectures and workshops to teach the content offered in this unit. Online teaching and learning will provide a blend of theory and practice that will be work-shopped in weekly sessions. Resources that support the unit, including all unit readings, presentations, workshop tasks and website resources, will be available online through Canvas.
Feedback on Learning and Assessment
Feedback in this unit will be provided in the following ways:
- during group and whole class discussions in workshops
- comments on summative assessment in addition to criteria sheets.
Assessment
Overview
Assessment is both formative and summative. Formative assessment is provided through feedback in workshop sessions and in the progressive completion of the assessment tasks for the portfolio.
Literacy and numeracy standards as required by the professional are an inherent requirement of this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Teaching resource
Recorded creative work
A short film created through a digital medium suitable for use as an engaging numeracy teaching resource.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 4
APST:1.5, 2.1, 2.2, 2.3, 2.5
Assessment: Learning sequence
A plan for a series of three lessons/learning experiences focusing on a Number/Measurement topic that aligns with curriculum, content, assessment and reporting standards, and uses effective teaching strategies.
Your plan will need to include strategies for the use of ICTs for learning and consider ways to support children's safe, responsible and ethical use of ICTs.
Early childhood pre-service teachers (EU30) to complete this task for a prior-to-school context. Primary pre-service teachers (EU40) to complete this task for a primary school context.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3
APST: 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
A collection of journal articles available on QUT Readings.
Department of Education and Training. Advancing education: An action plan for education in Queensland, #codingcounts.
ACARA website
Early Years Learning Framework
Queensland Kindergarten Learning Guidelines
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit. Workplace health and safety protocols in the use of computers 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
- Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Teaching resource, Learning sequence
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Teaching resource, Learning sequence - Content selection and organisation
Relates to: Teaching resource, Learning sequence - Curriculum, assessment and reporting
Relates to: Teaching resource, Learning sequence - Literacy and numeracy strategies
Relates to: Teaching resource, Learning sequence - Information and Communication Technology (ICT)
Relates to: Learning sequence
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Learning sequence - Plan, structure and sequence learning programs
Relates to: Learning sequence - Use teaching strategies
Relates to: Learning sequence - Select and use resources
Relates to: Learning sequence
4 Professional Practice: Create and maintain supportive and safe learning environments
- Use ICT safely, responsibly and ethically
Relates to: Learning sequence
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Teaching resource, Learning sequence - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Teaching resource, Learning sequence - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Learning sequence - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Teaching resource
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Teaching resource, Learning sequence - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Teaching resource, Learning sequence - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Learning sequence - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Teaching resource
Unit Outline: Semester 2 2024, Online
| Unit code: | EUN107 |
|---|---|
| Credit points: | 12 |
Overview
The development of mathematics knowledge, skills and applications across a wide range of situations is critical for your development as an early childhood or primary teacher. Mathematics knowledge and skills are included in your course because you will develop theoretical and practical knowledge to support learners as they learn to become numerate. This unit provides you with the foundations of the Australian Curriculum: Mathematics - Number and Measurement strands. Dispositions for learning in early numeracy is explored in the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline. You will develop your confidence and capacity to teach Number and Measurement and their interconnections with other curriculum areas, educational contexts and wider society.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply understanding of mathematics content, pedagogical content knowledge, curriculum and teaching strategies to plan a sequence of learning experiences (CLO1).
- Justify teaching and learning decisions based on mathematical education theory and research (CLO2).
- Identify strategies, including the safe and ethical use of ICTs, to support inclusive student participation and engagement in mathematics tasks (CLO3).
- Design an innovative numeracy resource that can be included in an engaging learning experience (CLO4).
Content
This unit will cover the following topics:
- The development of Number and Measurement concepts and their application in play based learning experiences and across prior-to-school and school curriculum
- The development of the proficiency of problem solving
- Beginning processes, with a particular focus on number and measurement
- The development of conceptual understanding of operations, patterns and measurement
- Teaching strategies for using ICTs to expand learning and ways to support children's safe, responsible and ethical use of them
- Cross-cultural understanding of mathematics, for example, Aboriginal and Torres Strait Islander perspectives.
- Designing learning sequences that organise and align content, assessment and curriculum
- Strategies to develop numeracy in real-world contexts
Learning Approaches
This unit engages you in your learning through innovative multi-sensory and multi-representational approaches to teaching and learning. You will develop your critical knowledge of the mathematics education field and have opportunities to apply your knowledge and skills during workshops and professional experience. In this unit you will undergo pre and post testing to assess your own mathematical knowledge and skills. The content and organisation is designed for you to keep track of your progress in the unit and the course, and for you to gather evidence of meeting unit and course outcomes.
A blended learning approach will be adopted in this unit and includes a combination of lectures and workshops to teach the content offered in this unit. Online teaching and learning will provide a blend of theory and practice that will be work-shopped in weekly sessions. Resources that support the unit, including all unit readings, presentations, workshop tasks and website resources, will be available online through Canvas.
Feedback on Learning and Assessment
Feedback in this unit will be provided in the following ways:
- during group and whole class discussions in workshops
- comments on summative assessment in addition to criteria sheets.
Assessment
Overview
Assessment is both formative and summative. Formative assessment is provided through feedback in workshop sessions and in the progressive completion of the assessment tasks for the portfolio.
Literacy and numeracy standards as required by the professional are an inherent requirement of this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Teaching resource
Recorded creative work
A short film created through a digital medium suitable for use as an engaging numeracy teaching resource.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 4
APST:1.5, 2.1, 2.2, 2.3, 2.5
Assessment: Learning sequence
A plan for a series of three lessons/learning experiences focusing on a Number/Measurement topic that aligns with curriculum, content, assessment and reporting standards, and uses effective teaching strategies.
Your plan will need to include strategies for the use of ICTs for learning and consider ways to support children's safe, responsible and ethical use of ICTs.
Early childhood pre-service teachers (EU30) to complete this task for a prior-to-school context. Primary pre-service teachers (EU40) to complete this task for a primary school context.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3
APST: 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
A collection of journal articles available on QUT Readings.
Department of Education and Training. Advancing education: An action plan for education in Queensland, #codingcounts.
ACARA website
Early Years Learning Framework
Queensland Kindergarten Learning Guidelines
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit. Workplace health and safety protocols in the use of computers 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
- Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Teaching resource, Learning sequence
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Teaching resource, Learning sequence - Content selection and organisation
Relates to: Teaching resource, Learning sequence - Curriculum, assessment and reporting
Relates to: Teaching resource, Learning sequence - Literacy and numeracy strategies
Relates to: Teaching resource, Learning sequence - Information and Communication Technology (ICT)
Relates to: Learning sequence
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Learning sequence - Plan, structure and sequence learning programs
Relates to: Learning sequence - Use teaching strategies
Relates to: Learning sequence - Select and use resources
Relates to: Learning sequence
4 Professional Practice: Create and maintain supportive and safe learning environments
- Use ICT safely, responsibly and ethically
Relates to: Learning sequence
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Teaching resource, Learning sequence - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Teaching resource, Learning sequence - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Learning sequence - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Teaching resource
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Teaching resource, Learning sequence - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Teaching resource, Learning sequence - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Learning sequence - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Teaching resource