EMM411 Numeracy in the Early Years (8)

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
Session 2 (60)
Albury-Wodonga Campus
Continuing students should consult the SAL for current offering details. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
Subject Information
Grading System
One session
School of Education
Assumed Knowledge
Learning Outcomes
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

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

– 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.

– Scaffolding argumentation, teacher-directed, child-directed, class/collaborative - directed

Numeracy beyond the classroom
– Transitions, assessment and accountability, national and international perspectives, home, community, environment

Current Students

For any enquiries about subject selection or course structure you will need to contact your Course Director. You can find the name and contact details for your Course Director in your offer letter or contact your School office.

Prospective Students

For further information about Charles Sturt University, or this course offering, please contact info.csu on 1800 334 733 (free call within Australia) or enquire online.

The information contained in the 2017 CSU Handbook was accurate at the date of publication: June 2018. The University reserves the right to vary the information at any time without notice.