EUN663 Mathematics in Early Childhood
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: | EUN663 |
|---|---|
| Equivalent(s): | EAN615, EUZ663 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $578 |
| Domestic tuition unit fee | $3,216 |
| International unit fee | $4,344 |
Unit Outline: Semester 2 2025, Kelvin Grove, Internal
| Unit code: | EUN663 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAN615, EUZ663 |
| Coordinator: | Kirstine Hand | kirstine.hand@qut.edu.au |
Overview
Children's early experiences are critical in laying the foundation for them to become numerate citizens and critical participants in society. It is essential that children have opportunities to develop concepts that are foundational to understanding in mathematics. Therefore, early years educators require knowledge about how young children develop understanding in a number of conceptual areas and a positive disposition towards mathematics. In this unit, you will learn about foundational concepts in mathematics and explore ways in which early childhood educators can develop appropriate learning opportunities and foster children's mathematical development.
Learning Outcomes
On successful completion of this unit you will be able to:
- Knowledge of early number concepts including understanding of recent developments in the field of early childhood mathematics (CLO1.1).
- Cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and scholarship (CLO2.1).
- Technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice in the early years (CLO2.4).
- Application of knowledge and skills with creativity to promote further learning of mathematics for young children (CLO3.1).
- Application of knowledge and skills to plan and execute a significant research case study related to early years mathematics (CLO3.2).
Content
This unit addresses the concepts, skills and process that are foundational to early childhood mathematics contexts, the theories of the teaching and learning of mathematics in early childhood contexts.
Learning Approaches
Discussions around key topics and issues will be an important aspect of your learning in this unit. Online discussions will assist you to work through the steps required to complete a small research project, and to build connections between the topics addressed in this unit.
Feedback on Learning and Assessment
You will receive formative feedback by engaging in online discussions and other teaching and learning activities in this unit.
Assessment
Overview
You will receive formative feedback by engaging in online discussions and other teaching and learning activities in this unit.
Summative assessment involves the development, implementation, and reporting of a research project.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Plans
You are required to use relevant literature to plan a range of number activities that could be implemented in the prior to school sector.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.1
This is an assignment for the purposes of an extension.
Assessment: Case Study
The foundation of this case study will be drawn from the Australian Curriculum and relevant scholarly literature. You will be required to apply these concepts in order to plan and implement a sequence of mathematics learning episodes. The case study will include critical reflection of the observed events.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.1, CLO3.2
This is an assignment for the purposes of an extension.
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)
Gifford, S. (2005). Teaching mathematics 3-5. Berkshire, England: Open University Press.
Reys, R.E., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2013) Helping children learn mathematics. (1st Australian ed.) Milton, Qld: John Wiley and Sons Australia, Ltd.
Wright, R., Martland, J., Stafford, A., & Stanger, G. (2006). Teaching number: Advancing children's skills and strategies. London: Paul Chapman Publishing.
Wright, R. J., Martland, J., & Stafford, A. (2006). Teaching number in the classroom with 4-8 year-olds (2nd ed.). London: Sage Publications Inc.
Risk Assessment Statement
There are no out-of-the-ordinary risks with this unit. Workplace health and safety protocols in relation to computer use will apply.
Unit Outline: Semester 2 2025, Online
| Unit code: | EUN663 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAN615, EUZ663 |
Overview
Children's early experiences are critical in laying the foundation for them to become numerate citizens and critical participants in society. It is essential that children have opportunities to develop concepts that are foundational to understanding in mathematics. Therefore, early years educators require knowledge about how young children develop understanding in a number of conceptual areas and a positive disposition towards mathematics. In this unit, you will learn about foundational concepts in mathematics and explore ways in which early childhood educators can develop appropriate learning opportunities and foster children's mathematical development.
Learning Outcomes
On successful completion of this unit you will be able to:
- Knowledge of early number concepts including understanding of recent developments in the field of early childhood mathematics (CLO1.1).
- Cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and scholarship (CLO2.1).
- Technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice in the early years (CLO2.4).
- Application of knowledge and skills with creativity to promote further learning of mathematics for young children (CLO3.1).
- Application of knowledge and skills to plan and execute a significant research case study related to early years mathematics (CLO3.2).
Content
This unit addresses the concepts, skills and process that are foundational to early childhood mathematics contexts, the theories of the teaching and learning of mathematics in early childhood contexts.
Learning Approaches
Discussions around key topics and issues will be an important aspect of your learning in this unit. Online discussions will assist you to work through the steps required to complete a small research project, and to build connections between the topics addressed in this unit.
Feedback on Learning and Assessment
You will receive formative feedback by engaging in online discussions and other teaching and learning activities in this unit.
Assessment
Overview
You will receive formative feedback by engaging in online discussions and other teaching and learning activities in this unit.
Summative assessment involves the development, implementation, and reporting of a research project.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Plans
You are required to use relevant literature to plan a range of number activities that could be implemented in the prior to school sector.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.1
This is an assignment for the purposes of an extension.
Assessment: Case Study
The foundation of this case study will be drawn from the Australian Curriculum and relevant scholarly literature. You will be required to apply these concepts in order to plan and implement a sequence of mathematics learning episodes. The case study will include critical reflection of the observed events.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.4, CLO3.1, CLO3.2
This is an assignment for the purposes of an extension.
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)
Gifford, S. (2005). Teaching mathematics 3-5. Berkshire, England: Open University Press.
Reys, R.E., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2013) Helping children learn mathematics. (1st Australian ed.) Milton, Qld: John Wiley and Sons Australia, Ltd.
Wright, R., Martland, J., Stafford, A., & Stanger, G. (2006). Teaching number: Advancing children's skills and strategies. London: Paul Chapman Publishing.
Wright, R. J., Martland, J., & Stafford, A. (2006). Teaching number in the classroom with 4-8 year-olds (2nd ed.). London: Sage Publications Inc.
Risk Assessment Statement
There are no out-of-the-ordinary risks with this unit. Workplace health and safety protocols in relation to computer use will apply.