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 486 Title When do children begin to learn mathematics? Views of preschool practitioners in regional and rural Australia Author(s) Hunting, Robert P. Mousley, Judith orcid.org/0000-0003-1119-566X 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 Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30029817 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Open Access Collection   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 Tue, 24 Aug 2010, 15:30:04 EST Tue, 24 Aug 2010, 15:31:00 EST Wed, 25 Aug 2010, 08:33:47 EST Wed, 25 Aug 2010, 11:13:00 EST Wed, 25 Aug 2010, 11:14:27 EST Wed, 25 Aug 2010, 11:15:56 EST Fri, 05 Aug 2011, 14:18:29 EST Fri, 05 Aug 2011, 15:02:27 EST Tue, 15 May 2012, 15:35:52 EST Tue, 05 Dec 2017, 09:17:07 EST Fri, 07 Sep 2018, 15:02:32 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 933 Abstract Views, 486 File Downloads  -  Detailed Statistics Created: Tue, 24 Aug 2010, 15:29:57 EST by Kylie Koulkoudinas