Supporting Early Mathematics Learning in Early Childhood Settings

Abstract

DESPITE A GROWING BODY of research that demonstrates young children have the capacity to learn mathematical concepts, early childhood educators are still strongly influenced by dated ideas that mathematics education should be delayed until formal schooling. Such attitudes are contributing to Australia's poor rating of young children's mathematics skills as compared to other Organisation for Economic Co-operation and Development (OECD) countries. Negative perceptions about mathematics as well as a lack of knowledge of curriculum content and pedagogy are major factors limiting mathematics experiences in the early years. This project employed a multi-site case study approach to investigate the teaching of mathematics in early childhood education and care (ECEC) centres and the impact of a professional development intervention on the type and frequency of mathematics experiences for children before starting formal schooling.

Validity, reliability and viability of pre-school educators’ use of early years toolbox early numeracy

“…Given the inequities in children’s early home learning experiences and the increasing numbers of children accessing early education (Balladares & Kankaraš, 2020), the ECEC environment is increasingly recognised as a fertile context for fostering children’s learning and development (Jordan et al, 2010; Purpura et al, 2013). A realisation of this potential, however, requires educators to be confident in their content knowledge, intentional in their teaching and accurate in their appraisals of their children’s development and needs (Bjorklund & Barendregt, 2016; Clements & Sarama, 2009; Frye et al, 2013; Knaus, 2017; Perry & MacDonald, 2015). Moreover, it is increasingly clear that early childhood educators are more effective in their practice when they have a deep understanding of children’s developmental capacities, and are empowered to shift their expectations, attitudes and beliefs on young children’s abilities, as well as their efficacy (Fenton et al, 2016; Frye et al, 2013; Perry & MacDonald, 2015).…”

“…Alongside these developments is increasing clarity from research regarding the importance of early proficiency in specific, foundational domains of numeracy (e.g., counting, patterning) for children’s mathematics performance in school (Aunio & Niemivirta, 2010; Hannula-Sormunen et al, 2015; Hirsch et al, 2018; Jordan et al, 2010; Nguyen et al, 2016). Optimising learning in these core areas requires that young children are engaged in intentional and differentiated numeracy learning experiences (Aunio & Rasanen, 2016; Clements & Sarama, 2009; Knaus, 2017), which are individualised and responsive to their learning needs and developmental capacities.…”

Pre-school Teachers' Attitudes towards Mathematical Pedagogical Content Knowledge, Mathematics, and Mathematics Teaching

“…In addition, it was found that teachers considered themselves inadequate for teaching mathematics (Lee, 2010;Lee & Ginsburg, 2007;Sheridan et al, 2011) and were afraid of making mistakes during mathematics activities (Wigfield & Eccles, 2002). However, negative perceptions of mathematics, and shortcomings in content and pedagogy were reported to be important variables limiting mathematics experiences (Knaus, 2017). In addition, pre-school teachers were found to associate early mathematics with numbers and counting general and experienced problems in presenting other content areas to children (Pekince & Avcı, 2016;Thiel, 2010).…”

The Effectiveness of a Formative Play-Based Mathematics Assessment in Supporting the Early Childhood Intentional Pedagogue

“…There is growing recognition of the importance of mathematics learning in ECEC (Knaus, 2017; MacDonald & Murphy, 2021), with research demonstrating the relationship of child proficiency in emergent mathematics with achievement in school and beyond (Aubrey et al, 2006; Seitz & Weinert, 2022). Although there has been increasing acknowledgement that early proficiency in specific mathematical domains (e.g.…”

“…The ECEC context is a rich environment for fostering early mathematical foundations. However, children’s mathematics learning depends on practitioners’ content and pedagogical knowledge (Cohrssen et al, 2013; Jenßen et al, 2021; Mae, 2020), and their ability to accurately evaluate and respond to children’s capacities and needs (Clements & Sarama, 2009; Knaus, 2017; Perry & MacDonald, 2015). If practitioners do not have an accurate sense of children’s mathematical understandings and skills, across domains and relative to typical developmental progressions of learning, then ensuing pedagogical practices are likely to be misaligned to the developmental needs of the children.…”