Module: Early Mathematics Learning

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Early Mathematics Learning
Module Code	EC302 (ITS) / ECE1032 (Banner)
Faculty	DCU Institute of Education	School	Language, Literacy & ECE
Module Co-ordinator	Sandra O'Neill
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
As above, resubmit individual elements in written format as appropriate.

Description

This module introduces students to key ideas about young children’s mathematical development and about learning and teaching early childhood mathematics from infancy. Students will develop a critical awareness of a range of historical and current national and international perspectives on policy on early mathematical development and learning. The mathematical potential in the everyday activity of infants, toddlers and young children both at home and in the preschool is emphasised. Students are encouraged to recognise the mathematics in children’s engagement with their world. Theory and research about the development of a range of concepts are studied are analysed. Recommendations regarding the provision of high quality mathematics education for 3-6 year old children, along with general pedagogical guidance provided in e.g. Aistear, provide a starting point for discussion of pedagogy. The roles of play, playful pedagogies and talk and discussion are identified as key supports for all children’s early mathematical development. Number sense and positive dispositions towards mathematics are presented as key foci.

Learning Outcomes

1. Evaluate the potential of both child-initiated and adult-initiated opportunities for mathematical learning and development in everyday activities in early education settings
2. Interpret children’s mathematical behaviours and thinking in relation to key theories and research findings
3. Identify key resources, including digital resources, for supporting early mathematics learning
4. Design, plan and implement a range of appropriate mathematical learning experiences for young children in early education settings
5. Conduct and analyse multi-modal mathematical conversations with young children
6. Explain the importance of talk and discussion for promoting and assessing mathematical learning and development

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Workshop	24	No Description
Assessment Feedback	41	No Description
Independent Study	60	No Description
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

1
• Learning mathematics in early childhood: How? Why? What?

2
• The importance of developing all young children’s mathematical disposition

3
• Creative and playful approaches to engaging all young children in mathematical thinking and talking and in mathematizing their everyday experiences and activities.

4
• The progression of mathematical ideas in early childhood: Research on developmental progressions and how they might contribute to ideas about learning and teaching early mathematics

5
• The assessment of early mathematics

6
• Numbers: Counting, concepts, calculating and problem solving

7
• Recognising and promoting young children’s number sense

8
• Measure

9
• Patterns

10
• Shape and space

11
• Classifying, sorting , organising and presenting mathematical information

12
• Supporting the development of mathematical representation, abstract though and mathematical thinking and communication processes in early education settings

13
• Recommendations for high quality early childhood mathematics education

14
• Working with parents on issues related to early mathematical learning and development and how that can be supported in everyday activity in the home and the community.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Essay	Mathematics in the preschool	60%	Sem 2 End
Poster presentation	Design a poster for parents exploring one aspect of early mathematics	30%	Week 26
Participation	Presentations related to readings	10%	Every Week

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Juanita V. Copley: 2010, The Young Child and Mathematics, 2nd, NAEYC, Washington, 1928896685
Dunphy, E.: 0, Transition to school: Recognising and supporting children’s engagement in mathematical processes, IN PRESS
Montague-Smith, A. & Price, A.: 2012, Mathematics in early years education, Fulton, Abington, UK:, 0415674697
Atherton, F. & Nutbrown , C.: 2013, Understanding schemas and young children, 1st, Sage, London, 1446248941
Linda Pound: 1999, Supporting mathematical development in the early years, 1st, 6, Open University Press,, Buckingham ;, 0335198872
Julie Sarama and Douglas H. Clements: 2009, Early childhood mathematics education research, 1st, 14, Routledge, New York, 0805863095
Linda Pound: 2008, Thinking and learning about mathematics in the early years, 1st, 10, Routledge, ., London, 0415432367
Tucker, K.: 2014, Mathematics through play in the early years, 3rd, 9, Sage, London, 1446269779

Other Resources

39308, Podcast, Dunphy, E., 2014, Using Play in Preschool Settings to think and Talk about Measure Access, http://action.ncca.ie/resource/Aistear-themes-Exploring-and-Thinking/40, 39309, Podcast, Dunphy, E., 2014, Using Books in Preschool Settings to think and Talk about Measure Access, http://action.ncca.ie/resource/Aistear-themes-Exploring-and-Thinking/40, 0, Website, 0, Aistear, http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/Aistear_Toolkit/Aistear_Toolkit.html, 39311, DVD, 2010, The young child and mathematics (2nd. ed.). Washington, DC: NAEYC/NCTM. Accompanying DVD: Mathematics in action: Teaching and learning. Section 4: Assessing young children’s development and learning of mathematics.,