ECM101 Development of Numeracy in Early Childhood Education (12 hours)
This workshop highlights the important role of core ideas such as visualisation, patterning and number concepts in teaching early childhood numeracy. Participants will be able to develop a spiral learning progression for young learners (from Kindergarten 1 to Primary 1) based on key learning theories. The workshop also includes numerous effective and engaging hands-on activities to help build a strong foundation in these core ideas. ECM102 Problem Solving in Early Childhood Mathematics (6 hours)
This course helps participants recognise mathematical tasks which are considered mathematical problems. Participants learn different problem-solving heuristics and how to help young learners develop a problem-solving way of thinking.This course explores the use of manipulatives, everyday objects and children's stories in teaching problem solving. ECM104 Assessment in Early Childhood Mathematics (6 hours)
Participants learn assessment tools that are suitable for use with young learners. This course focuses on the design of assessment tasks and the corresponding rubric. Participants learn possible ways to report assessment results. ECM109 Teaching Kindergarten Mathematics (14 hours)
In this course, participants examine the scope and sequence of a kindergarten Mathematics curriculum. Participants will also learn strategies to help children develop early Mathematics ideas and learn to assess children by observing and listening. In particular, case studies include content topics such as numbers to ten, number bonds, addition and subtraction, as well as shapes. Learning centres and the use of children literature will be briefly discussed.
Participants are expected to complete a fieldwork task where they are to observe a pre- school child engaged in an appropriate mathematical task and to interpret the observation. The write-up should include a description of the task, observations made, photographs / student's work and an assessment report.
Alternatively, participants may plan a 30-minute lesson with significant Mathematics content and carry it out with their students. A brief lesson plan and photographs / short video of selected lesson segment / a sample of students' work is required.
After the completion of the course, the participants will be invited to share their reflections/ videos / queries on a Facebook page (facilitated by trainers) to get on-going feedback on the application of their professional learning in the workplace. Such a platform also allows participants to form a virtual professional community in which they continue to share good practices and resources in the teaching and learning of kindergarten Mathematics. ECM117 Games in Early Childhood Mathematics (3 hours)
This course provides participants with examples of games related to Mathematics learning, for younger learners, including games for concept development, consolidation and problem solving. ECM118 Student-Centred Mathematics Lesson (6 hours)
Students are actively doing Mathematics in child-centred classrooms. The role of the teacher is to choose appropriate tasks and materials, to ask key questions and to assess student learning so as to provide the relevant scaffolding or challenge. This course focuses on principles in choosing tasks and materials, asking the right questions, and differentiated the main tasks for different students. ECM119 Using Children's Literature in Early Childhood Mathematics (3 hours)
In this course, participants evaluate children's literature for use in teaching Mathematics. Participants will be able to try some activities based on popular children's literature and design lessons around a selected book. ECM129 Transition from Kindergarten Mathematics to Primary Mathematics (3 hours)
This workshop helps participants understand the core ideas and learning theories of early childhood numeracy. It covers varied, engaging hands-on activities to reinforce the core ideas. It also highlights the progression from kindergarten to primary mathematics so that young learners can make a better transition to learn Mathematics in Primary 1. Participants will better understand the expectations and demands of teaching and learning Mathematics in lower primary levels, thus enabling them to prepare young learners more adequately for the transition.