Openly accessible

When do children begin to learn mathematics? Views of preschool practitioners in regional and rural Australia

Hunting, Robert P. and Mousley, Judith 2009, When do children begin to learn mathematics? Views of preschool practitioners in regional and rural Australia, Australian research in early childhood education, vol. 16, no. 2, pp. 27-38.

Attached Files
Name Description MIMEType Size Downloads
mousley-learnmathematics-2009.pdf Published version application/pdf 95.87KB 115

Title When do children begin to learn mathematics? Views of preschool practitioners in regional and rural Australia
Author(s) Hunting, Robert P.
Mousley, Judith
Journal name Australian research in early childhood education
Volume number 16
Issue number 2
Start page 27
End page 38
Publisher Monash University, Faculty of Education
Place of publication Melbourne, Vic.
Publication date 2009
ISSN 1320-6648
Keyword(s) Mathematical thinking
preschool mathematics
practitioner knowledge
Summary Preschool directors, teachers, and assistants from regional and rural eastern Australia were interviewed in the autumn of 2008 to discover their knowledge and beliefs concerning whether young children had the capacity to solve mathematical problems, when young children begin to think mathematically, and their observations of children’s mathematics learning. Respondents overwhelmingly agreed that preschool children were capable of mathematical activity and thought. Fifty eight (88%) respondents believed that children had begun to exhibit mathematical thinking by age 3; 30 (46%) by their first birthday. Practitioners interviewed were able to provide examples of both incidental and planned mathematical activities across a breadth of content, including number and operations, measurement, geometry, and fundamental classifying and ordering activities. The practitioners also demonstrated a creditable awareness of children who seemed to have a good grasp of mathematics. Many practitioners realized that mathematical proclivity could be shown in the processes children use as they engaged in mathematical activity and solved mathematical problems.
Notes Reproduced with the kind permission of the copyright owner.

Re published in journals Special Mathematics Issue 2009-2010 pg. 13 - 24
Language eng
Field of Research 130102 Early Childhood Education (excl Maori)
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2009, Monash University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30029817

Document type: Journal Article
Collections: School of Education
Open Access Collection
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Access Statistics: 501 Abstract Views, 115 File Downloads  -  Detailed Statistics
Created: Tue, 24 Aug 2010, 15:29:57 EST by Kylie Koulkoudinas

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.