This topic develops specialist 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, mathematical connections and communication, and the role of mathematics in numeracy.
The topic examines the role of educators' beliefs about how best to teach mathematics and how children learn. The topic explores how young children's mathematical proficiencies can be recognised and how early childhood educators' mathematical understanding and competencies can be used to sustain and enhance these proficiencies effectively. The topic develops critical understanding of curricular values, purposes and content and builds expertise and confidence in planning for coordinated, meaningful mathematical learning in the early years. The topic develops students' skills in making consistent judgements about children's learning and planning for teaching based on assessment information, and providing feedback to students about their learning.
This topic aims to: