Mathematics and Transition to School: Theoretical Frameworks and Practical Implications

Perry, Bob; MacDonald, Amy; Gervasoni, Ann

doi:10.1007/978-981-287-215-9_1

Cited by 3 publications

(4 citation statements)

References 26 publications

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“…This study demonstrates that many children arrive at school with a sophisticated understanding of clock features; yet, the Australian Curriculum for Mathematics (ACARA, 2017) makes no explicit mention of clocks for children just beginning school. This is consistent with international research that indicates a mismatch between the intended mathematics curriculum for the first year of school and children's mathematical ability when starting school (Perry, MacDonald, & Gervasoni, 2015). This presents a risk of these students becoming bored or disengaged with mathematics upon school entry.…”

Section: Discussionsupporting

confidence: 89%

Young Children's Understandings of Clocks at the Start of School

MacDonald

Murphy

2020

IJMTL

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Time is an essential construct for understanding our everyday lives and the wider world; however, it is commonly seen as a difficult topic by teachers and children throughout primary school. There is limited research into children's learning about time, and in particular, concerning young children's understandings of clocks. This study examines the extent to which children are able to draw the structural features of a clock at the start of school. The drawings were produced by 132 Kindergarten children in their first six weeks of primary school. The drawings showed that the majority of the children started school with the ability to represent the structural features of a clock (numbers, hands, partitioning). Moreover, unlike previous studies, our analysis suggests that children's ability to represent clock structure does not progress sequentially. Rather, the drawings suggest that different children attend to different features of clocks, and thus have different developmental journeys.

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Section: Discussionsupporting

confidence: 89%

Young Children's Understandings of Clocks at the Start of School

MacDonald

Murphy

2020

IJMTL

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“…Transitions from Early Years settings to elementary is most often discussed in terms of a move from pre-school to school. Thus, transition to school is taken to be a dynamic process of continuity and change as children move into the first year of school (Perry et al, 2015a). Fabian and Dunlop (2006) explain that, at moments of transition, the changes of relationships, teaching styles, environment, space, time, contexts for learning, and learning itself, combine to prompt intense and accelerated demands.…”

Section: Transitions To Schoolmentioning

confidence: 99%

“…Fabian and Dunlop (2006) explain that, at moments of transition, the changes of relationships, teaching styles, environment, space, time, contexts for learning, and learning itself, combine to prompt intense and accelerated demands. Furthermore, as explained by Perry et al, 2015a, there are many various aspects that relate to transition to school. These include the adjustment of children, families and educators; readiness of the children, their families and the schools; time frames; agency of all involved; and practices that promote effective transitions.…”

Section: Transitions To Schoolmentioning

confidence: 99%

“…Some researchers in a variety of countries have focused on how to smoothen transitions specifically in relation to mathematics education and a number of these papers are collected in Perry et al, 2015b. One proposition put forward in this volume is the need of a good provision of opportunities for learning mathematics in pre-school settings (Gasteiger, 2015; Lee and Lomas, 2015).…”

Section: Transitions To Schoolmentioning

confidence: 99%

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Mind the Gap! Using a Discourse Perspective to Bridge Students’ Experiences of Learning Mathematics Across Grade Levels

Farrugia

2023

Journal of Education

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Presently, in Malta, syllabi are being replaced by learning outcomes. For ages 3–7, the outcomes are framed holistically (e.g. identity, communication, etc.), and it is recommended that children learn mathematics informally through play and projects. For ages 8–11, learning outcomes are subject-based, and new mathematics textbooks are being phased in. I discuss the importance of a smooth transition between informal and structured approaches to learning mathematics. I draw on Anna Sfard’s 4-element definition of discourse, linking the theory with my research classroom data. I argue that a discourse perspective can provide a basis for ensuring continuity across Grade levels.

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Conceptualising critical mathematical thinking in young students

2023

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International curriculum and policy directions have called to embed critical thinking across discipline areas including mathematics; however, conceptually, this is under-theorised and under-researched in the field of mathematics education. This paper presents the conceptualisation of critical mathematical thinking (CMT) and the application of a literature informed conceptual framework; in particular, it examines what CMT capabilities young students exhibit as they enter formal schooling. We present the findings from one-on-one task-based interviews, undertaken with 16 young students (aged 5–6) as a means to investigate their CMT capabilities and refine the CMT framework. The interview data were analysed using the new critical mathematical thinking conceptual framework. The data confirms the definition and understanding of CMT in young students, indicating a need for curriculum refinement, improved teaching practices, and further research in this area.

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Mathematics and Transition to School: Theoretical Frameworks and Practical Implications

Cited by 3 publications

References 26 publications

Young Children's Understandings of Clocks at the Start of School

Young Children's Understandings of Clocks at the Start of School

Mind the Gap! Using a Discourse Perspective to Bridge Students’ Experiences of Learning Mathematics Across Grade Levels

Conceptualising critical mathematical thinking in young students

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