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Numeracy and Digital Technology
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EDMAS6029 - Numeracy and Digital Technology
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20250200
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Course
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3.2
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2026-09-10
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2026-09-10
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Education
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Institute of Education, Arts & Community
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Education
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Postgraduate - Coursework
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15
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.125
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070101
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Teacher Education: Early Childhood
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070101 - Teacher Education: Early Childhood
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<a href="http://www.federation.edu.au/locate/unit/edmas6029">View unit fees</a>
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Graded (e.g. HD, D, C, etc)
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9
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Masters Degree
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Introductory
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0
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<p>This unit is designed to provide Pre-Service Teachers (PSTs) with a sound understanding of mathematics in the lives of babies, toddlers, and young children. It will explore theoretical, cultural, historical, and current approaches to teaching play-based mathematics and technology. It aims to build personal understanding of their own values and preferences toward mathematics and technology in their lives, and explore the use of digital technology as pedagogical tools. The student will explore regulatory requirements and importance of family preferences and expectations, as well as ways to document and share children's mathematical learning with families. Throughout the unit, the students will build a resource of learning experiences to meet a variety of mathematical content that is informed by current curricula framework (EYLF/VEYLDF). PSTs will explore how these learning experiences can be modified to meet the needs of a range of children, including different ages, abilities, childrens interests, inclinations to explore, play and curiosities and funds of knowledge and their sense of fun and playfulness.</p>
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<p>Topics to be covered may include:<br>
• Historical and current teaching practices in early childhood mathematics and technology<br>
• How young children learn mathematics through play and everyday experiences<br>
• Age appropriate mathematical terminology and experiences<br>
• Personal values and biases toward mathematics<br>
• Planning for learning including those with diverse linguistic, religious and socioeconomic backgrounds<br>
• Building children's confidence and wellbeing<br>
• Sourcing and planning with natural and recycled manipulatives<br>
• Linking learning experiences to current curricula frameworks<br>
• Use of technology in young children's learning<br>
• Sharing children's learning with families<br>
• Identifying and connecting with the mathematical content in storybooks</p>
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<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
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Semester
0200
Year
Year
2027
Current Year
2026
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EDMAS6029 - Numeracy and Digital Technology
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EDMAS6029 - Numeracy and Digital Technology
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Semester
Semester 1
Semester 2
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Year
2027
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
Parent Region
Overview
Unit description
<p>This unit is designed to provide Pre-Service Teachers (PSTs) with a sound understanding of mathematics in the lives of babies, toddlers, and young children. It will explore theoretical, cultural, historical, and current approaches to teaching play-based mathematics and technology. It aims to build personal understanding of their own values and preferences toward mathematics and technology in their lives, and explore the use of digital technology as pedagogical tools. The student will explore regulatory requirements and importance of family preferences and expectations, as well as ways to document and share children's mathematical learning with families. Throughout the unit, the students will build a resource of learning experiences to meet a variety of mathematical content that is informed by current curricula framework (EYLF/VEYLDF). PSTs will explore how these learning experiences can be modified to meet the needs of a range of children, including different ages, abilities, childrens interests, inclinations to explore, play and curiosities and funds of knowledge and their sense of fun and playfulness.</p>
Unit content
<p>Topics to be covered may include:<br> • Historical and current teaching practices in early childhood mathematics and technology<br> • How young children learn mathematics through play and everyday experiences<br> • Age appropriate mathematical terminology and experiences<br> • Personal values and biases toward mathematics<br> • Planning for learning including those with diverse linguistic, religious and socioeconomic backgrounds<br> • Building children's confidence and wellbeing<br> • Sourcing and planning with natural and recycled manipulatives<br> • Linking learning experiences to current curricula frameworks<br> • Use of technology in young children's learning<br> • Sharing children's learning with families<br> • Identifying and connecting with the mathematical content in storybooks</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Postgraduate - Coursework
Credit points:
15
EFTSL:
0.125
Field of education:
070101 - Teacher Education: Early Childhood
Offering:
<p><strong>Semester 1</strong><p>Ballarat - Mt Helen (On Campus)</p><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edmas6029">View unit fees</a>
Requisites
Prerequisite
None
Corequisite
None
Exclusion
None
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Examine and review historical and current teaching approaches for teaching early childhood mathematics and technology</p>
K2
<p>Research cultural approaches to teaching mathematics to young children</p>
K3
<p>Make connections between teachers' actual and perceived mathematical abilities, confidence levels and their pedagogical practices.</p>
K4
<p>Explore how children's positive mathematical experiences can build self-efficacy and wellbeing</p>
K5
<p>Identify ways to explore technology with children and as a tool for pedagogical practice.</p>
S1
<p>Observe and identify the mathematics in children's interactions during individual, small group, and whole group experiences</p>
S2
<p>Identify technologies to facilitate children's mathematical learning</p>
S3
<p>Build personal and children's understanding of mathematical concepts and terminology.</p>
S4
<p>Share information with families on children's mathematical and technological learning.</p>
A1
<p>Build a collection of play-based learning experiences that can be used to teach positive mathematical and technological content and learning in an early childhood setting.</p>
A2
<p>Modify learning experiences to meet the interests, strengths, inclinations to explore play, curiosities, funds of knowledge, sense of fun and playfulness, of a diverse range of children.</p>
A3
<p>Design learning opportunities that incorporate mathematics into other curriculum areas</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Explore the role of the teacher in teaching early childhood mathematics, drawing connections to their own values and biases around mathematical understandings and teaching mathematics in cross-curricular ways in early childhood.</p>
<p>Poster Presentation</p>
<p>40-60%</p>
K1, K2, K3, K4, K5, S3, A3
2
<p>Using provided scenarios, report on the range of mathematical and or technology concepts the children may be exploring and discuss ways teachers are supporting the children's learning in these areas. Plan a range of learning experiences that focus on mathematical and technology development that can follow from the provided scenario. Planning should consider cross curricular opportunities and how to share information with families/caregivers.</p>
<p>Report and planning</p>
<p>40%-60%</p>
K2, S1, S2, S3, S4, A1, A2, A3
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Postgraduate - Coursework
Credit points:
15
EFTSL:
0.125
Field of education:
070101 - Teacher Education: Early Childhood
Offering:
<p><strong>Semester 1</strong><p>Ballarat - Mt Helen (On Campus)</p><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edmas6029">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: EDMAS6029 - U3.2