This topic develops advanced knowledge of current theory and practice in early childhood mathematics teaching and learning. Mathematics is about quantity, structure, space and change, and is contextualised by its social, cultural and historical settings. Teaching mathematics is viewed as an ethical, adaptive practice that aims to engage children both individually and collaboratively in meaningful mathematics that values conceptual understanding and mathematical connections and communication.
The topic examines and explores how young children's existing mathematical competencies can be recognised and how early childhood educators' mathematical beliefs, knowledge and pedagogical practices can be used to sustain, enhance and extend mathematical learning.
The topic develops critical understanding of curricular values, purposes and content. Current theory and research are critically evaluated and used to build students' expertise, confidence and ability to plan for, teach and assess coordinated, meaningful mathematical learning for children aged 4-8 years.
This topic aims to: