Outline

Overview

This unit of study supports students' developing knowledge, skills and understanding of the cognitive development of infants, toddlers and young children and in particular the way understandings about number, patterns, measurement, spatial awareness and other mathematical concepts are supported in the early childhood context.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	90 credit points including EDEC2002 or EDEC2010
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Marianne Fenech, marianne.fenech@sydney.edu.au
Lecturer(s)	Jennifer Way, jennifer.way@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Online task	Online reflection and discussion n/a	20%	Week 03 Due date: 14 Mar 2025 at 23:59	1000 words
Outcomes assessed:
Creative assessment / demonstration	Design of play space n/a	40%	Week 07 Due date: 10 Apr 2025 at 23:59	1750 words
Outcomes assessed:
Assignment	Observation and planning report N/A	40%	Week 11 Due date: 14 May 2025 at 23:59	1750 words
Outcomes assessed:
= group assignment ? = AI allowed ?

Assessment summary

Online reflection and discussion: This assignment requires individual contributions to a group online discussion, inside the Canvas website. During the discussion with peers, individuals will critically reflect on their emerging understanding of the nature of early-years mathematics education.
Design of play space: Individual students will select an aspect of mathematical development relevant to 1 to 3 year-olds (e.g. pattern, quantity, or spatial awareness) and design a play space (including the arrangement of resources within it) intended to achieve some specified learning outcomes.
Observation and planning report: In pairs, observe a toddler or pre-schooler for a total of 10-15 minutes, (alternative observation source via video) as he/she interacts with his/her environment and plays. From your observations infer the mathematical thinking and learning that is taking place. Based on this analysis, suggest and justify three developmentally appropriate ways in which an adult (in the home or in a centre) can alter or enrich the observed environment and/or the child’s interactions with it, to provide further mathematical learning opportunities.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Work of an exceptional standard
Distinction	75 - 84	Work of a very high standard
Credit	65 - 74	Work of a good standard
Pass	50 - 64	Work of an acceptable standard
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Challenging perceptions & attitudes. Importance of teacher and child dispositions. Inclusive mindsets for Numeracy	Lecture (1 hr)
Week 01	Introduction to unit Activities designed to stimulate critical reflection on your own attitudes and dispositions and consider how these might influence your work as early childhood teachers. Readings and video clips will begin the journey towards ‘seeing the maths’ in children’s play	Tutorial (2 hr)
Week 02	Early mathematical concepts and ‘Numeracy’ foundations 0-2 years. Equity and inclusion in early experiences	Lecture (1 hr)
Week 02	The relationship between Numeracy and mathematics is considered. Students will explore some of the earliest mathematical concepts and processes through considering a broad range of play spaces. Observing and assessing children’s mathematical development – Assignment 1 briefing	Tutorial (2 hr)
Week 03	The development of quantity sense, early number & counting	Lecture (1 hr)
Week 03	Early number development, including subitising, through examining and discussing a collection of picture books, rhymes, songs and images of numbers in the environment	Tutorial (2 hr)
Week 04	The development of spatial and geometric thinking	Lecture (1 hr)
Week 04	Drawing on developmental research from birth through to 5 years, students will explore children’s spatial play, positional concepts and representation strategies, including gesture , body movement and language.	Tutorial (2 hr)
Week 05	Measurement learning sequence, language of measurement	Lecture (1 hr)
Week 05	Consider the various attributes of objects and spaces that can be measured, and the foundational concepts that children develop through interaction with their environment	Tutorial (2 hr)
Week 06	Children’s perception and use of pattern and structure. The importance of representation of mathematical ideas	Lecture (1 hr)
Week 06	Activities to clarify pattern and structure concepts, and the variety in modes of representation. Explore the art of ‘setting up’ resources to capture and focus children's attention on mathematics concepts.	Tutorial (2 hr)
Week 07	Thinking about chance, and Data argumentation	Lecture (1 hr)
Week 07	Consider what ‘exploring chance and data concepts’ in the early years involves.	Tutorial (2 hr)
Week 08	Observing and mapping the development of mathematical thinking	Lecture (1 hr)
Week 08	Using research-based learning trajectories to interpret children’s activity. EYLF & AERO framework for Mathematical Thinking. Planning sequences of experiences and learning opportunities	Tutorial (2 hr)
Week 09	Early addition & subtraction strategies. Part-whole concepts	Lecture (1 hr)
Week 09	Explore materials and experiences, including digital resources, intended to further develop young children’s understanding of number and the application of counting skills	Tutorial (2 hr)
Week 10	Pedagogy in early years mathematics. The role of mathematical games	Lecture (1 hr)
Week 10	Reflecting on types of teacher actions and interactions. Workshop on ‘storying’ in mathematics education – using picture books, teacher ‘storying by teacher and/or child Investigate movement-based, board & card, and digital games, and their potential as mathematics learning opportunities.	Tutorial (2 hr)
Week 11	Planning learning experiences and integrative approaches	Lecture (1 hr)
Week 11	Drawing on accumulated experiences, participate in concept mapping tasks and ‘forward planning’ scenarios that integrate other curriculum areas and aspects of child development.	Tutorial (2 hr)
Week 12	Transition to school mathematics The significance of drawing development	Lecture (1 hr)
Week 12	Explore the Mathematics Syllabus (2022) for the first year of school, and expectations for modes of participation. Consider what preparation might be beneficial to pre-school children, and how to advise parents	Tutorial (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Textbook: Knaus, M. (2013). Maths is all around you: Developing mathematical concepts in the early years. Albert Park, Australia: Teaching Solutions.

https://www.teachingsolutions.com.au/EarlyChildhood/Product/Detail/TS0102

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. discuss the nature of mathematics in relation to the development, strengths and interests of infants, toddlers and young children
LO2. recognise engagement with mathematical ideas by infants and toddlers, and plan for experiences to nurture further development
LO3. demonstrate knowledge and understanding of the concepts, skills and processes of mathematics that form the basis of learning programs for toddlers and pre-schoolers, including the planning of activities that support transition to school
LO4. demonstrate research-based knowledge of the pedagogies associated with a variety of mathematical ideas and representations in relation to the development of young children - including creativity, logical thinking and problem solving
LO5. extend your understanding about working in partnership with families in providing numeracy experiences for infants, toddlers and young children
LO6. assess a young child’s early mathematical thinking and plan appropriate learning experiences to develop the child’s thinking and problem solving
LO7. reflect critically upon personal beliefs, experiences, attitudes and learning style toward mathematics and consider how these may impact on the teaching of mathematics.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care
	Australian Children's Education & Care Quality Authority - 2.2. Play based pedagogies 2.3. Guiding behaviour / engaging young learners 3.3. Numeracy, science and technology
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care 1.2. Language development 1.8. Transitions and continuity of learning (including transition to school). 2.1. Alternative pedagogies and curriculum approaches. 2.2. Play based pedagogies 2.4. Teaching methods and strategies 3.2. The Australian curriculum
	Australian Children's Education & Care Quality Authority - 2.1. Alternative pedagogies and curriculum approaches. 2.4. Teaching methods and strategies 2.5. Children with diverse needs and backgrounds 3.1. Early Years Learning Framework
	Australian Children's Education & Care Quality Authority - 4.1. Developing family and community partnerships 4.4. Socially inclusive practice
	Australian Children's Education & Care Quality Authority - 2.4. Teaching methods and strategies 3.9. Curriculum planning, programming and evaluation
	Australian Children's Education & Care Quality Authority - 6.3. Professional identity and development

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Feedback from 2020 students has resulted in greater emphasis being placed of providing formative feedback to students during the semester.

Additional information

More information can be found on Canvas

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDEC3003: Mathematics in Early Childhood

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links