Unit rationale, description and aim

This unit introduces early childhood mathematics education (birth to age 8), focusing on current research trends and aligning with relevant state and national curriculum frameworks. It aims to strengthen pre-service teachers’ Mathematical Knowledge for Teaching across key domains: Number, Patterns and Early Algebra, Measurement, Data, and Spatial Thinking, including Visualisation. The unit emphasises the vital role of mathematics in early development and explores practical strategies for engaging young children in meaningful mathematical experiences. Pre-service teachers will also examine learning theories and effective teaching approaches that foster mathematical understanding and proficiency.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

Nil

Incompatible

EDMA163 Exploring Mathematics and Numeracy , EDMA150 Mathematical Knowledge for Teaching

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Reflect on and explain key theoretical frameworks ...

Learning Outcome 01

Reflect on and explain key theoretical frameworks and research that inform young children's mathematical learning, as well as their development of mathematical concepts and processes. (APST 1.2, 2.1, 2.2; ACECQA A1, B9, C1, C2, C3, E1, E2, F1)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC11, GC12

Explain practical and theoretical knowledge of mat...

Learning Outcome 02

Explain practical and theoretical knowledge of mathematics content in Number, Patterns and Early Algebra, Measurement, Data and Shapes and Spatial Thinking including Visualisation. (APST 1.2, 2.1, 2.2; ACECQA A1, A8, B1, B2, B3, B4, B9, C3, E1, E2, F1)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC11, GC12

Apply knowledge of mathematics learning trajectori...

Learning Outcome 03

Apply knowledge of mathematics learning trajectories across the domains of Number, Patterns and Early Algebra, Measurement, Data and Shapes and Spatial Thinking including Visualisation. (APST 1.2, 2.1, 2.2, 2.5; ACECQA A1, A8, B9, C3, F1)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC11, GC12

Critically reflect on and strengthen their own mat...

Learning Outcome 04

Critically reflect on and strengthen their own mathematical knowledge for teaching, while also demonstrating an understanding of the historical and cultural evolution of mathematical ideas and practices used to support children’s mathematical development. (APST 1.2, 2.1, 2.2, 2.5, 3.3, 3.4, 3.5; ACECQA B1, B2, B3, B4, B9, C3, E1, E2, F1)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC11, GC12

Evaluate the effectiveness of theoretical perspect...

Learning Outcome 05

Evaluate the effectiveness of theoretical perspectives and pedagogical approaches in mathematics learning and development in relation to the Early Years Learning Framework and the Australian Curriculum: Mathematics. (APST 1.2, 2.1, 2.2, 2.5, 3.3, 3.4, 3.5; ACECQA A1, B1, B2, B3, B4, B9, C1, C2, C3, E1, E2, F1)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC11, GC12

Content

Topics will include:

  • What is Mathematics?
  • Young children and mathematics
  • Early mathematics and curriculum frameworks and documents 
  • Early mathematics theories and perspectives 
  • Powerful mathematical ideas
  • Number: Quantity and counting
  • Patterns and early algebra
  • Measurement 
  • Data
  • Shapes and spatial thinking
  • The role of the educator 
  • The early childhood mathematics classroom: Engaging young children in meaningful mathematical experiences 

Assessment strategy and rationale

This unit comprises three assessment tasks aligned with the learning outcomes and graduate capabilities expected by the University.

Assessment Task 1 is a hurdle requirement in which pre-service teachers to write a reflective piece exploring their mathematical experiences and confidence, supported by relevant research.

Assessment Task 2 is a group project focused on early years Number learning. It includes: (i) the significance of deep mathematical content knowledge for educators; (ii) a research-informed analysis of one key number concept; and (iii) a video presentation outlining classroom implications.

Assessment Task 3 is an individual essay requiring critical analysis of a foundational mathematical concept, exploration of learning trajectories, and identification of common misconceptions in early childhood education.

Pre-service teachers are encouraged to use generative AI ethically and transparently, declaring its use and specifying which parts of the task involved AI-generated ideas, text, or editing support.

To pass this unit, pre-service teachers must: (a) submit all tasks, (b) meet each learning outcome, (c) achieve at least 50% on Assessment 3, and (d) earn an overall mark of 50% or higher.

Overview of assessments

Hurdle Task: Reflection Write a 300-word critical...

Hurdle Task: Reflection

Write a 300-word critical and personal reflection on your own experiences and confidence with mathematics. Through your reflection explore how your mathematical background, beliefs, and emotional responses have shaped your current attitudes toward mathematics and how these factors may influence your future teaching practices. Include reference to research literature throughout your reflection. As part of your reflection, articulate a brief action plan that outlines how you as a future educator, will draw on your own experiences to foster positive mathematical learning experiences for young children.

Weighting

Pass/Fail

Learning Outcomes LO1
Graduate Capabilities GC1, GC2, GC3, GC7, GC11, GC12
Standards APST(GA)1.2, APST(GA)2.1, APST(GA)2.2, ACECQA -A1, ACECQA -B9, ACECQA -C1, ACECQA -C2, ACECQA -C3, ACECQA -E1, ACECQA -E2, ACECQA -F1

Assessment Task 1: Group Presentation A Focus on...

Assessment Task 1: Group Presentation

A Focus on Number Learning

The group assignment requires you to collaboratively research, analyse, and present key aspects of mathematics education in the early years, with a specific focus on Number learning. The task is divided into three parts:

Part 1: The importance of developing teachers’ Mathematical Knowledge for Teaching

Part 2: A focus on Number learning

Part 3: Video presentation: Implications for teaching practice

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC7, GC11, GC12
Standards APST(GA)1.2, APST(GA)2.1, APST(GA)2.2, APST(GA)2.5, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, ACECQA -A1, ACECQA -A8, ACECQA -B1, ACECQA -B2, ACECQA -B3, ACECQA -B4, ACECQA -B9, ACECQA -C1, ACECQA -C2, ACECQA -C3, ACECQA -E1, ACECQA -E2, ACECQA -F1

Assessment Task 2: Essay Analysing a key Mathema...

Assessment Task 2: Essay

Analysing a key Mathematical topic

In this assessment you are required to select a key mathematical topic relevant to early childhood education (e.g., patterning, measurement, spatial reasoning). Your chosen topic must not focus on Number, as this is addressed in Assessment Task 2. 

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4, LO5
Graduate Capabilities GC1, GC2, GC3, GC7, GC11, GC12
Standards APST(GA)1.2, APST(GA)2.1, APST(GA)2.2, APST(GA)2.5, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, ACECQA -A1, ACECQA -A8, ACECQA -B1, ACECQA -B2, ACECQA -B3, ACECQA -B4, ACECQA -B9, ACECQA -C1, ACECQA -C2, ACECQA -C3, ACECQA -E1, ACECQA -E2, ACECQA -F1

Learning and teaching strategy and rationale

This unit employs a responsive, blended learning strategy that fosters early mathematical thinking through inquiry-based, student-centred approaches tailored for early childhood contexts. Weekly self-directed modules include curated digital content, such as video demonstrations, interactive readings, and developmental progressions in Number, Spatial Thinking, and Measurement, allowing pre-service teachers to build foundational content knowledge at their own pace.

Workshops and tutorials provide opportunities for collaboration, hands-on exploration, and mathematical argumentation through real-world problem-solving activities relevant to young children. Challenge-based tasks and reflective practice strengthen pedagogical content knowledge while reinforcing the role of play, visualisation, and inquiry in early mathematics learning.

Grounded in constructivist learning theory, the strategy emphasises the importance of social interaction, language, and modelling in developing children's mathematical thinking. Pre-service teachers critically engage with national curriculum frameworks and research-informed practice, deepening their understanding of how to design meaningful, inclusive, and developmentally appropriate mathematical experiences.

The unit also supports ethical and informed use of generative AI tools, encouraging pre-service teachers to apply them responsibly for research, planning, and idea generation, while maintaining academic integrity and professional judgement. This comprehensive approach ensures pre-service teachers leave with the confidence and capability to support early learners’ mathematical curiosity and understanding.

ACECQA Curriculum Specifications

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:

  • Relating to

    Learning, development and care

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating to

    Transitions and continuity of learning (including transition to school)

    Relevant Learning OutcomeLO2, LO3

  • Relating to Early Years Learning Framework

    Relevant Learning OutcomeLO2, LO4, LO5

  • Relating to

    The Australian curriculum

    Relevant Learning OutcomeLO2, LO4, LO5

  • Relating to

    Numeracy, science and technology

    Relevant Learning OutcomeLO2, LO4, LO5

  • Relating to

    Language and literacy

    Relevant Learning OutcomeLO2, LO4, LO5

  • Relating to

    Curriculum planning, programming and evaluation

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Alternative pedagogies and curriculum approaches

    Relevant Learning OutcomeLO1, LO5

  • Relating to

    Play based pedagogies

    Relevant Learning OutcomeLO1, LO5

  • Relating to

    Guiding behaviour/engaging young learners

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Historical and comparative perspectives

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Contemporary theories and practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Educational leadership

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

Australian Professional Standards for Teachers - Graduate Level

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:

  • Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toOrganise content into an effective learning and teaching sequence.

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating toInclude a range of teaching strategies.

    Relevant Learning OutcomeLO4, LO5

  • Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

    Relevant Learning OutcomeLO4, LO5

  • Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.

    Relevant Learning OutcomeLO4, LO5

Representative texts and references

Recommended Texts and Documents

Clements, D. H., & Sarama, J. (2021). Learning and teaching early math: The learning trajectories approach (3rd ed.). New York, NY: Routledge.

MacDonald, A. (2024). Mathematics in early childhood education (Second edition.). Oxford University Press.

Recommended References

Australian Association of Mathematics Teachers & Early Childhood Australia. (2023). Position paper on early childhood mathematics. https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2023/03/AAMT-ECA-Mathematics-Position-Paper-FINAL.pdf

Australian Education Research Organisation. (2023). Early childhood learning trajectories: Mathematical thinking. https://www.edresearch.edu.au/sites/default/files/2023-06/learning-trajectory-mathematical-thinking.pdf

Australian Education Research Organisation. (2023). Early childhood learning trajectories: The evidence base. https://www.edresearch.edu.au/sites/default/files/2023-05/learning-trajectories-evidence-base-report.pdf

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407

Beswick, K., & Goos, M. (2018). Mathematics teacher educator knowledge: What do we know, and where to from here? Journal of Mathematics Teacher Education, 21, 417-427.

Bobis, J., Mulligan, J. & Lowrie, T. (2013). Mathematics for Children (4th ed.). Sydney: Pearson Australia. Chapter 1: Teaching mathematics for understanding: Insights from research and practice.

Hourigan, M., & Leavy, A. (2019). Developing young children’s understanding of early number concepts by weaving a rich context into tasks. Australian Primary Mathematics Classroom, 24(3), 28-33.

Papic, M., Highfield, K., & Cohrssen, C. (2023). Numeracy. In D Pendergast & S. Garvis (Eds.), Teaching early years: Curriculum, pedagogy and assessment (2nd ed.) (pp. 49-67). Routledge. https://doi.org/10.4324/9781003296768

Papic, M. M., Mulligan, J. T., & Mitchelmore, M. C. (2011). Assessing the development of preschoolers’ mathematical patterning. Journal for Research in Mathematics Education, 42, 237-268.

Suggate, J., Davis, A. & Goulding, M. (2010). Mathematical knowledge for Primary teachers. Taylor and Francis Group.


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