14 x 1-hour lectures per semester
14 x 2-hour tutorials per semester
1 Admission into BEDECBSE-Bachelor of Education (Early Childhood), Bachelor of Special Education
1a Admission into BEDPRBSE-Bachelor of Education (Primary), Bachelor of Special Education
Must Satisfy: ((1 or 1a))
Enrolment not permitted
1 of EDUC2333, EDUC2422 has been successfully completed
Assumed knowledge
High level of numeracy competency.
Assignment(s), Test(s)
Topic description

This topic seeks to teach students about how the study of number and algebra complement each other and how these core understandings support children's investigation and problem-solving. Children's understanding of number and algebra is significant for learning and progress in mathematics and will be explored through the use of the proficiency strands of the Australian Curriculum; understanding, fluency, problem-solving and reasoning. Children further develop their understanding of number through opportunities to explore mathematical ideas and apply number and algebra skills. Students will study the Early Years Learning Framework, Australian Curriculum and Numeracy Progressions; and consider how children apply their developing knowledge. Students will learn about effective pedagogies which promote the engagement and participation of children in mathematics in early childhood and school settings.

Educational aims

The topic aims to:

  • Give students the opportunity to review contemporary literature about the teaching and learning of number and algebra in early childhood and school settings
  • Support students in their understanding of how to develop children's understanding of number and algebra through investigation and problem-solving
  • Equip students with the knowledge of what to teach in number and algebra to ensure children's progression
  • Assist students in considering approaches to support children's capacity in applying their developing knowledge of number and algebra
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Evidence their own working knowledge of number and algebra
  2. Review and critically analyse literature and consider the implications for teachers and learners
  3. Demonstrate a working knowledge of what to teach in number and algebra aligned with relevant curricula of early childhood and school settings
  4. Articulate an understanding of approaches which support children’s capacity in applying their developing knowledge of number and algebra

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.


If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.