EMM411 Numeracy in the Early Years (8)
CSU Discipline Area: Curriculum Studies (CURIC)
Duration: One session
Abstract:
This subject positions the student as a reflective and active practitioner in mathematics education. It focuses on numeracy development and planning in the 0-8 age group. Students will engage in a variety of discussions and reflective practice whilst developing their own action research into effective pedagogical practice in numeracy education.
+ Subject Availability Modes and Locations
| Session 3 | |
|---|---|
| Distance | Albury-Wodonga |
Continuing students should consult the SAL for current offering details: EMM411
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
Objectives:
Upon successful completion of this subject, students should:
Improve their professional teaching practice
Relate theory to individual practice
Focus on the application of knowledge to the educational workplaces and to the community settings in which they are working
Integrate reflective practice and action research into their numeracy practice
Understand implications from educational research and the consequences for their teaching and learning numeracy
Critically analyse current practice, research and curriculum models to gain an understanding of children’s needs
Develop a range of pedagogical approaches that utilise and build upon children’s understandings of mathematics, including knowledge from home
Recognise that children’s prior to school numeracy experiences are a solid foundation in which to build and develop further understandings
Identify, develop and justify an appropriate range of pedagogical strategies in which to develop effective numeracy programs
Develop the skills of action research as a means of professional learning and improving classroom practice and pedagogy
Embed technology within their pedagogical practice surrounding numeracy
Syllabus:
The subject will cover the following topics:
Numeracy in the 21st Century – Technological advances and the implications for numeracy, representations of numeracy, the literacy of numeracy in a multi-cultural society
Existing Practice, Research, emerging and new curriculum models – A critical analysis of current practice, research and curriculum models – what do they tell us about our students?
Action Research Models – What is Action Research? Which model suits my needs and purpose
Representations – Iconic, verbal, symbolic, social, imitative, cultural
Representations in the Numeracy – What are your own representations of numeracy in the Early Years? Why do you have these representations? Where does curriculum sit with these representations?
Representations in the Numeracy – What are the student’s representations of numeracy? How do you know? What are they telling you? Do they parallel with your own representations? With curriculum? With research? How? Why? Why Not?
Building Connections and Transforming Representations – Making connections – ZPD and social representations – challenging, taking-on and transforming representations in the numeracy classroom.
Argumentation – Scaffolding argumentation, teacher-directed, child-directed, class/collaborative - directed
Numeracy beyond the classroom – Transitions, assessment and accountability, national and international perspectives, home, community, environment
The information contained in the 2013 CSU Handbook was accurate at the date of publication: 24 April 2013. The University reserves the right to vary the information at any time without notice.