|Module Code:||EC8202||ECTS Credits:||5|
“During the five years before starting school a child has a vast range of experiences building up familiarity with a great variety of things and the ways in which they change. These are sorted out and related to one another. All children have pre-school experiences of this kind and it is out of this body of natural early mathematical activity that the future learning of mathematics must grow.”
(p. 19, Williams & Shuard, 1979, 1994).
From an early age, young children show an interest and capacity to learn mathematics. Early mathematical knowledge has been found to predict future ability in both mathematics and literacy. If children are provided with rich opportunities to play, explore, investigate, and enjoy objects and experiences from a mathematical perspective in the early years, it will benefit them throughout their formal education and beyond. This course prepares those working with children in the early years to create formal and informal opportunities to awaken children’s mathematical sensibility and curiosity throughout the early years. Above all, it helps the early childhood educator to promote children's enjoyment and confidence in thinking, talking and playing mathematically.
On successful completion of this module students should be able to:
- Outline key theories of historical and contemporary thinkers such as in relation to mathematical development and mathematics teaching and learning in the early years
- Identify and explain mathematical concepts that children can acquire in the early years, with particular focus on the areas of number and shape and space.
- Use accurate and appropriate mathematical language to describe a range of situations and ideas that arise in the experiences of children in the early years
- Identify, plan and create tasks and activities that have potential to elicit informal mathematical discovery, exploration, activity and thinking among early years children
- Describe how a range of materials and representations can be used to promote children's mathematical enjoyment and development
- Identify ways to formally and informally assess mathematical attainment in the early years
Method of Assessment
2 hour exam (70%)
Assignment involving an interview with a 3-6 year old to assess mathematical understanding (30%)