EUB346 Early Years Mathematics and Numeracy: More than Just Numbers

Unit Outline: Semester 2 - 6 Week D 2026, Online

Overview

This unit will develop your understanding of the importance of teaching numeracy and mathematics in early childhood education and care settings. You will develop the content knowledge required to model, investigate, and explore mathematics using a variety of pedagogical approaches, including play-based learning.

You will practise pedagogical strategies to engage young children when learning about Number and Numeracy; Patterns and Algebra; Space, Shape and Measurement; and Chance and Data. 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 for children from birth to 5 years. You will explore the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline to develop your understandings, attitudes, values and skills concerning early childhood mathematics.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Demonstrate early childhood mathematics and numeracy skills including the correct use of terms, teaching strategies, and common misconceptions.
2. Assess children’s mathematical understanding to inform and plan engaging learning experiences aligned to theory, research, and curriculum.
3. Apply a range of inclusive and responsive pedagogical approaches suitable for teaching mathematics in prior-to-school early childhood settings.

Content

Learning Approaches

In this unit, you will learn by engaging in active and reflective learning. Learning activities are designed to draw upon your professional experience and prior learning.

A range of teaching and learning experiences will be used including:

• professional readings
• video and/or audio recordings
• online interactives and activities. 

Feedback on Learning and Assessment

Feedback in this unit is provided to you in the following ways:

• feedback from peers in group discussions
• unit coordinator and tutor comments to the cohort
• formative assessment tasks, and
• summative assessment tasks.

Assessment

Overview

As a future early childhood teacher, you will be required to plan effective learning environments. This task is designed to assist you in developing these skills.

You will first select a child case study for analysis. You will analyse the child's mathematical understanding and develop four play-based learning provocations that would support the child's mathematical development.

You will then design and annotate a learning environment design that encourages young children's mathematics learning. Your environment design must address at least 5 strands of mathematics and include a range of resources, including ICTs. You will annotate the plan to explain how the resources and spaces will engage children to develop mathematical understanding and overcome potential misconceptions, with specific reference to your case study child.

Finally, you will record a 3-minute video reflection to justify your analysis and planning, with reference to the unit materials and your work integrated learning experience.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Learning Environment Design

You will develop skills in planning effective learning environments for early childhood mathematics. This involves analysing a child case study to assess mathematical understanding, creating five play-based learning provocations, and designing an annotated learning environment that addresses at least five mathematical strands using varied resources, including ICT. The plan should explain how spaces and materials support engagement, address misconceptions, and relate to the case study child. Finally, you will record a 3-minute video reflection to justify your analysis and planning, drawing on unit content and work-integrated learning experiences.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

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.

Course Learning Outcomes

ED34 Bachelor of Early Childhood Education (Birth to Five)

1. Knowledgeable: Integrate theory, curriculum and context to plan, implement and evaluate learning and teaching.
   Relates to: ULO1, ULO2, Learning Environment Design
2. Inclusive: Apply inclusive, culturally safe and strengths-based principles to plan for and respond to children, families and communities in early childhood education and care.
   Relates to: ULO3, Learning Environment Design