EMC305 Investigation: Mathematics, Science and Technology (8)


This subject presents the development of mathematical, scientific and technological concepts by young children within a socio-cultural theoretical framework informed by an inquiry stance. Science, mathematics and technology provide tools and contexts for processing concrete, perceptual and linguistically available information to form concepts and solve problems. Students will participate in a number of practical but theoretically based experiences in order to understand the kinds of social, linguistic and imaginative contexts which facilitate young children's mathematical, scientific and technological understanding.

+ Subject Availability Modes and Location

Session 1
InternalNorthern Sydney Institute
DistanceAlbury-Wodonga Campus
Session 2
DistanceAlbury-Wodonga Campus
Continuing students should consult the SAL for current offering details: EMC305
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Teacher Education

Enrolment restrictions

This subject is restricted to students enrolled in the Bachelor of Early Childhood Studies, Bachelor of Education (Birth to Five Years) or as approved by the respective Course Coordinator or Course Director.

Learning Outcomes

Upon successful completion of this subject, students should:
  • recognise the ways in which the integrative nature of young children's play and other informal contexts can support their construction of knowledge and acquisition and use of early mathematics, science and technology concepts;
  • develop skills in creating learning communities in the classroom with the potential for facilitating mathematics, science and technology understandings;
  • expand and consolidate their own science, mathematics and technological knowledge, and the historical and cultural sources of that knowledge;
  • develop and demonstrate their skills in planning, implementing, evaluating and reflecting upon teaching and learning experiences with the potential for facilitating mathematics, science and technology understandings;
  • recognise and act upon opportunities for spontaneous learning where mathematics, science and technology serve the purposes of investigating a phenomenon, question or problem;
  • apply professional skills and knowledge in ways which will encourage children to investigate materials and ideas regardless of cultural background and other sources of diversity;
  • develop and demonstrate specific communication and teaching strategies which support children's construction of mathematical, scientific and technological knowledge; and
  • access the human and technological resources most appropriate for exploring and examining all aspects of the subject.


The subject will cover the following topics:
  • Content areas of mathematics (number, measurement, pattern, space (shape, graphs, continuity, enclosure, direction, position) and probability).
  • Content areas of science - physical science (heat, light, mass, friction, levers, constancy and change, reactions, properties of matter), biological science (growth, survival needs, life cycles of living things) and environmental science (ecology, sustainability).
  • Content areas and purposes of technologies (identifying tools used in society; communicating; documenting).
  • Provoking and facilitating learning in both planned and spontaneous situations which draw upon and/or illustrate concepts in mathematics, science and technology.
  • Engaging students in the processes of science and mathematics, including questioning, exploring and investigating (including sensory exploration and investigation); observing phenomena; considering data derived from observation; and communicating about and representing aspects of these processes.
  • Planning learning experiences based on opportunities for linguistic, social and imaginative engagement; sensory exploration and discovery; formulating theories; representational thought processes; social as well as individual engagement; and socio-cultural modelling during communication between children.
  • Developing and implementing appropriate teaching strategies based on: clarifying own conceptual understandings about mathematics, science and technology; encouraging and supporting children to use investigating and problem-solving skills and processes; collaborating with children in metacognitive processes required for reflection and further planning; and considering all sources in individual and cultural diversity.


The information contained in the 2016 CSU Handbook was accurate at the date of publication: 06 September 2016. The University reserves the right to vary the information at any time without notice.