Understanding the surge in attention to EC mathematics

“Throughout the past five years there has been a surge in attention concerning early childhood settings and mathematics learning. The literature provides several reasons for this. In brief, these are:

(a)   a recognition that students enter school with a great deal of intuitive knowledge about mathematics and that this knowledge can serve as a base for developing formal mathematics in a school setting (Carpenter, 1996)

(b)  there is a relationship between early mathematical knowledge and later achievement (Aubrey, Dahl & Godfrey, 2006)

c)  the main determinant of later achievement is quality early mathematical experiences (Young-Loveridge, Peters & Carr, 1997)

(d)   students do not need to be made ‘ready to learn’ (Balfanz, Ginsburg & Greenes, 2003)

(e)  young students are capable of engaging in mathematically-challenging concepts (Greenes, Ginsburg & Balfanz, 2004).” (46)

Ref: Elizabeth Warren, Antoinette Cole, Eva deVries (2009) ‘Closing the gap: Myths and truths behind subitisation’ Australasian Journal of Early Childhood 34(4)Dec: 46-53


About backyardbooks

This blog is a kind of electronic storage locker for ideas and quotes that inform my research... literary research into fiction for young adults (with a special focus on New Zealand fiction). Kiwis are producing amazing literature for younger readers, but it isn't getting the academic appreciation it deserves. I hope readers of this blog can make use of the material I gather and share by way of promoting our fiction. Cheers!
This entry was posted in early years education, Understanding numeracy and tagged , , , . Bookmark the permalink.

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