Extending Mathematical Understanding (EMU) Intervention Specialist Teacher (Early Years)

Extending Mathematical Understanding (EMU) is a research based intervention program developed by Dr Ann Gervasoni of Monash University. It has been shown to improve children’s knowledge and confidence with mathematics. The program offers intensive learning opportunities for students who are experiencing difficulty in learning mathematics in the early years and beyond. It provides professional learning that offers individual or groups of teachers’ expertise and leadership in mathematical learning. Underpinning the program is an accreditation process that ensures that all involved maintain ongoing learning in this essential curriculum area and have the expertise to deliver professional learning to their colleagues, and work within a whole school approach to improving learning and teaching for all.

This program involves field-based learning and a six day spaced learning program. The field-based learning component involves teachers planning and implementing an EMU Program (5 x 45 minute sessions per week) throughout the year. The six day program involves workshops, data analysis and reviewing video excerpts simulating ‘behind-the-screen sessions’. Professional interaction, critical reflection, associated discussion and professional reading are important aspects of the program.

Topics covered

  • Understanding the distinctive nature of learning mathematics for low-attaining students
  • Using data from the Early Numeracy Interview to identify students who are low- attaining and to prioritise children for placement in an intervention program
  • Diagnosing individual learning needs
  • Ongoing monitoring and assessment of mathematical learning
  • Planning and implementing an EMU program
  • Understanding the nature of number growth point barriers and the nature of learning required to move beyond these barriers
  • Strategies for accelerating the learning of underperforming students in counting, place value, addition, subtraction, multiplication and division
  • The role of children’s confidence and attitude in learning mathematics
  • The role of metacognition and reflection in learning
  • The role of families and communities in enhancing mathematical learning.

Course length

Six days of classes of six hours


$2,100 (incl. GST)
This includes all program materials (manual, text book and resource set) and catering (morning tea and light lunch).

Dates and venue for 2018

Course 1:

28 February (Wednesday),
1 March (Thursday),
26 April (Thursday),
27 April (Friday),
14 June (Thursday),
02 August (Thursday)

9am - 3:30pm
Clayton Campus


  • Minimum qualification of BEd degree or equivalent, and be highly effective mathematics teachers with potential for professional leadership.
  • Participants should be familiar with, and have a working knowledge of, the Mathematics Assessment Interview (also known as the Maths Online Interview and the Early Numeracy Interview).
  • Participants MUST have the support of their Principal to deliver the program in their school setting and agreement for 5 x 45 minutes each week for participants to complete the field based learning component (30 minutes face to face plus 15 minutes preparation and evaluation).


This course references the following Australian Professional Standards for Teachers (APST) 1.1 ,1.2, 1.3, 1.5, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.7, 4.1, 5.1, 5.3, 5.4, 6.2, 6.3 and 7.3.

The Faculty of Education, Monash University will issue you with a certificate upon successful completion of all aspects of the program.