1. Introduction
1.1. K
1.1.1. Using quantitative methods to interpret the world
1.1.2. Addition, multiplication, subtraction and division
1.1.3. Geometry
1.1.4. Patterns
1.1.5. Measuring
1.2. W
1.2.1. How to teach it
1.2.2. How they learn
1.3. L
2. Definitions
2.1. Mathematics
2.1.1. Abstract science with numbers
2.2. Numeracy
2.2.1. To understand why and work with numbers
2.3. Scaffolding
2.3.1. When learning new concepts, build on existing knowledge before removing the support so they can do it themselves
3. Motivation
3.1. A childs attitude towards maths is shaped from their first formal experience
4. What you can do
4.1. Own it
4.1.1. You are responsible for everything
4.2. Be enthusiastic
4.3. Be organised
4.4. Know your students
5. Modelling
5.1. Uses VAK
5.2. Will provide the framework for a good lesson
6. National Vs NSW Curriculum
6.1. Content is very similar but is presented differently
7. Teaching for understanding
7.1. You must have an understanding of the process
7.2. Less process and more thinking
8. Doing and Teaching
8.1. Must first be able to understand what development stage a child is at
8.2. Online Interview Project VIC
9. Stages of Development
9.1. Emergent
9.1.1. Student cannot count visible items
9.1.2. Learns number words
9.2. Perceptual
9.2.1. Student is able to count perceived item
9.2.2. Need to see object
9.3. Figurative
9.3.1. Student is able to count concealed items
9.3.2. Student always starts counting from 1
9.4. Counting On
9.4.1. Student can count on rather than starting from 1
9.5. Facile
10. Tools of Teaching
10.1. Resources
10.2. Think Pair Share
10.3. Date
10.4. Cooking
10.5. Food Games
10.6. Graphs and Tables
10.7. Maths in a Box
11. Resources
11.1. Belonging, Being and Becoming: The National Early Years Framework for Australia
11.1.1. National Curriculum
11.2. Mez Moffat
11.2.1. [email protected]
11.2.1.1. Term Planner
11.2.1.2. Week Planner
11.2.1.3. Day Book