The assessment involves two components, both of which must be satisfactorily completed:

Resource: (750 words)

1. You will provide photographs (inserted into a PowerPoint or Word Document if that is easier for you) to show what it looks like and how children would use it.

Essay: (750 words)

2. Relating to the curriculum, to the literature and to research: This includes writing 750 words in which you clarify the learning material’s relationship to the learning needs of children. It includes the selection of materials (e.g., natural versus manufactured; the use and selection of colour and the senses). The material you develop must be directly linked to the learning area of Mathematics. You need to make explicit reference to the Australian curriculum (and/or the curriculum document of your state (Northern Territory) or to the EYLF to justify the relevance of your teaching and learning resource.
3. The ideas underpinning your resource, the decisions you make about its design, including assessment and implementation; the particular understanding of child development and how children learn mathematics need to be justified via appropriate literature

Dear writer

USE APA 6^th CDU style referencing

Please use attached course material guide for essay:

Please use the below references in the assignment

Chen, J., McCray, J., Adams, M. & Leow, C. (2014). A survey study of early childhood teachers beliefs and confidence about teaching early math, Early Childhood Education Journal, 42(6), 367-377.

Platas, L.M. (in publication). The Mathematical Development Beliefs Survey: Validity and reliability of a measure of preschool teachers’ beliefs about the learning and teaching of early mathematics, Journal of Early Childhood Research.

Teske, K. (2013). Magnificent mathematics, Educating Young Children: Learning and teaching in the Early Childhood Years, 19(1), 6-7.

Hurst, C. and Cooke, A. (2014) Seeking a Balance: Helping Pre-Service Teachers Develop Positive Attitudes towards Mathematics as They Develop Competency. Open Journal of Social Sciences, 2, 210-216.

Australian Curriculum Mathematics Rationale:

http://www.australiancurriculum.edu.au/Mathematics/Rationale

Australian Curriculum Mathematics  Curriculum:

http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1

https://nt.gov.au/learning/primary-and-secondary-students/nt-school-curriculum/primary-years-curriculum

Carrington, A. & Feder, T. (2013). Recognising mathematical development in early childhood education, Every Child, 19(1), 18-19.

Two aspects to number and algebra – knowledge and strategy

MacGregor, B. (2012). Developing a strong number foundation in young children, Educating Young Children: Learning and Teaching in the Early Years, 18(3), 37-38.

McGregor, B. (2013). What do we mean by number concept?, Educating Young Children: Learning and Teaching in the Early Years, 19(1), 18-23.

Mildenhall, P. (2014). Number sense development in the pre-primary classroom How is it communicated?. Australian Primary Mathematics Classroom, 19(3), 6-10.

Southey, S. (2012). Design + play = maths, Every Child, 18(4), 18-19.

Jones, D. (2014). Playing with maths, Educating Young Children: Learning and Teaching in the Early Years, 20(2), 26-28.

Ferguson, S. (2014). Lego in maths, Prime Number, 29(4), 12-13.