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.
Campus offering
No unit offerings are currently available for this unit.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
Explain practical and theoretical knowledge of mat...
Learning Outcome 02
Apply knowledge of mathematics learning trajectori...
Learning Outcome 03
Critically reflect on and strengthen their own mat...
Learning Outcome 04
Evaluate the effectiveness of theoretical perspect...
Learning Outcome 05
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.
Pass/Fail
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
50%
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.
50%
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.