Assessing the mathematical thinking of young children in New Zealand: the initial school years

Young-Loveridge, Jennifer

doi:10.1080/03004430.2011.536645

Cited by 7 publications

(3 citation statements)

References 5 publications

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“…These aforementioned factors may appear to be stand alone, but their joint forces contribute to the Aboriginal students' disengagement in learning, which is a significant predictor of success and academic excellence (Lee, 2014). Additionally, their readiness for school and learning mathematics was found to be at par with the non-Aboriginal students (Dockett & Perry, 2013) and the attributing factor that reverses the effects of readiness was found to be engagement towards learning (Young-Loveridge, 2011). Miller and Armour (2019) further clarified the negative effects of student engagement from the perspectives of behaviour (curriculum and cocurriculum participation), emotional (affection towards mathematics content) and cognitive engagement (ability and motivation to sustain the difficulty of grasping mathematical concepts and problem solving) that results in students' inactive participation in classroom learning, dislike for mathematics and demotivation.…”

Section: Introductionmentioning

confidence: 99%

The Mathematics Performance of Aboriginal Pupils for Computation and Word Problem Items in Using Academic and Community Languages

Shanmugam

Veloo

Md-Ali

2021

EURASIA J Math Sci Tech Ed

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This comparative research study examined Grade Five Malaysian Aboriginal pupils' mathematical performance on 30 computation and 20 word problem items in the academic Malay language and community Temiar language. The items were constructed in the Malay language before adapting and audio recording into the Temiar language using experienced Mathematics teachers and native speakers. One test consisting of monolingual test items written in Malay language (MAL) and, another bilingual test with audio test items in Temiar language and written items in Malay language (BCL) were constructed. These two tests with identical content validity, were administered spirally among 237 pupils from eight schools in two states. Findings indicated that for computation and word problem items, pupils found the BCL test easier. They performed significantly better in computation items than in word problem items for both tests, with Cohen's d medium to high effect. The community language helped to alleviate the linguistics complications.

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Section: Introductionmentioning

confidence: 99%

The Mathematics Performance of Aboriginal Pupils for Computation and Word Problem Items in Using Academic and Community Languages

Shanmugam

Veloo

Md-Ali

2021

EURASIA J Math Sci Tech Ed

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“…Children learn most effectively when there is a partnership between parents and teachers, a sense of community between home and school and when they feel safe and valued (Dockett and Perry 2013 ). Studies (Woods 2004 ; Young-Loveridge 2011 ) have shown a positive relationship between parental involvement in their children’s schooling and numeracy achievement. Prior-to-school numeracy language and understandings need to develop as naturally as possible from children’s social contexts (Dockett and Perry 2013 ; Turunen and Dockett 2013 ).…”

Section: Introductionmentioning

confidence: 99%

“…Dockett and Perry ( 2013 ) found that children from disadvantaged backgrounds attended formal schooling with the same readiness to learn as compared with children from less disadvantaged backgrounds. The difference between both groups depended on their engagement with early number language and processes involving understanding number sequence, identifying ordinal positioning and simple word problems (Young-Loveridge 2011 ).…”

Section: Introductionmentioning

confidence: 99%

Indigenous students transitioning to school: responses to pre-foundational mathematics

Sarra

Ewing

2014

SpringerPlus

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Australian Indigenous students’ mathematics performance continues to be below that of non-Indigenous students. This occurs from the early years of school, due largely to knowledge and social differences on entry to formal schooling. This paper reports on a mathematics research project conducted in one Aboriginal community school in New South Wales, Australia. The project aimed to identify and explain the ways that young Australian Indigenous students (age 2–4 years) learn number language and processes, specifically attribute language, sorting, 1–1 correspondence and, counting. The project adopted a mixed methods approach. That is, the methodology was decolonising (Smith 1999) in that it collaborated with and gave benefit back to the Indigenous community and school being researched. It was qualitative and interpretative (Burns 2000) and incorporated an action-research teaching-experiment approach where and teachers collaborated with the researchers to try new teaching methods. This paper draws on data pertaining to students’ response to diagnostic interview questions, the pre- and post-test results of the interview and photographic evidence as observations during mathematics learning time. Participants referred to in this paper include one female principal (N = 1), and the transition class of students’ pre- (N = 6) and post-test (N = 3) results of the pre-foundational processes (also referred to as attributes). The results were encouraging with improvements in colour (34%), patterns (33%) and capacity (38%). As a result of this project, our epistemology regarding the importance of finding out about students’ pre-foundational knowledge and understandings and providing a culturally appropriate learning environment with resources has been built upon.

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Assessment Beyond All

Lowrie

Greenlees

Logan

2012

Research in Mathematics Education in Australasia 2008–2011

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Assessing the mathematical thinking of young children in New Zealand: the initial school years

Cited by 7 publications

References 5 publications

The Mathematics Performance of Aboriginal Pupils for Computation and Word Problem Items in Using Academic and Community Languages

The Mathematics Performance of Aboriginal Pupils for Computation and Word Problem Items in Using Academic and Community Languages

Indigenous students transitioning to school: responses to pre-foundational mathematics

Assessment Beyond All

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