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Cultivating Math Skills in Young Learners

Course #: 02-1047

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Price: $12.00

CE Credit Hours: 3.00 Continuing Education Credit Hours

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How to Take This Course:

  • 1 View Course Worksheet -  View the course worksheet or print it out to review later
  • 2 Read the Course Material -  As you read through, mark your answers on the course worksheet to be prepared for the exam
  • 3 Take Exam -  You must a achieve a score of 75% or higher in order to earn credit for the course.
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Course Description

CE Course Description

A commitment to numeracy development is an essential component of learning across the curriculum and a responsibility for all teachers. This continuing education course was developed using material from the Tasmania Department of Education in order to provide practical ideas for teachers and suggestions for the types of activities, questions, and materials they might use to support student learning of mathematics in the early years.  In addition, it emphasizes the positive competencies in numeracy that are essential for students’ successful learning across the curriculum and underlines the importance of teachers acquiring rich mathematical vocabulary to explain students’ ideas and support their numeracy development. Specific areas covered include estimating and calculating with whole numbers, recognizing and using patterns and relationships, using fractions, decimals, percentages, ratios and rates, how to use spatial relationships and measurements, and how to interpret statistical information.

CE Course Objectives

1. Identify the characteristics of effective numeracy teachers as they help students develop their knowledge, skills and confidence with math in the early years.

2. Discuss ways that early childhood settings can build on the range of numeracy experiences children have with their families and communities.

3. Demonstrate how positive competencies in numeracy are essential for students’ successful learning at school and learning across the curriculum.

4. Describe how students can apply skills in estimating and calculating with whole numbers to solve and model everyday problems in a wide range of authentic contexts.

5. Identify how students can recognize and use patterns and relationships and use fractions, decimals, percentages, ratios and rates, and how developing these skills will benefit later years of mathematics learning.

6. Discuss methods to teach spatial relationships and measurements, and how to interpret statistical information in the early years.

7. Evaluate how assessment can be used to monitor actual learning against what the students are expected to learn.


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We will disclose, in advance, any proprietary interest in any product, instrument, device, service, or material to be discussed during the learning event, as well as the source of any third-party compensation related to the presentation. This policy applies to both our organization and contractors. If such proprietary/financial interests exist, we will publish a disclaimer in marketing or instructional materials for a course.

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