Year
2021
Units
4.5
Contact
14 x 1-hour lectures per semester
14 x 2-hour tutorials per semester
Prerequisites
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
2 EDUC1231 - Number and Algebra in Inclusive Classrooms
Must Satisfy: ((1 or 1a) and 2)
Enrolment not permitted
EDUC3333 has been successfully completed
Assumed knowledge
High level of numeracy competency.
Assessment
Assignment(s), Test(s), Tutorial presentation
Topic description

This topic seeks to teach students about how the study of foundational measurement concepts and geometric thinking are connected. Children's understanding of measurement and geometric thinking 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 measurement and geometric thinking by exploring mathematical ideas. Students will study the Early Years Learning Framework, Australian Curriculum and Numeracy Progressions; and consider how children apply their developing knowledge. Students will be given opportunities to develop their own understanding and competence with measurement and geometry. Students will learn about effective pedagogies which promote the engagement and participation of children in mathematics in early childhood and school settings.

Educational aims

This topic aims to:

  • Give students opportunities to develop their own understanding and competence with measurement concepts and geometric thinking
  • Support students in exploring the conceptual foundations of measurement and geometry
  • Enable students to identify and reflect upon children's emerging understanding, fluency, problem-solving and reasoning with measurement concepts and geometric thinking and share ways in which children's thinking and competence can be developed through effective pedagogies
  • Build student capacity to ensure the engagement, participation and progress of all children through comprehensive knowledge of content and ways in which to differentiate and adjust learning
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Evidence their own working knowledge of measurement concepts and geometric thinking
  2. Review and critically analyse literature and discuss how children move from emergent to more proficient processes when working with measurement and geometry
  3. Describe ways in which children’s thinking and competence with measurement and geometry can be developed through effective pedagogies; and articulate ways to differentiate and adjust learning to ensure the engagement, participation and progress of all children

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.

FULL

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.