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Research is essential to the improvement of early childhood mathematics education. Teaching practice based on sound research has a positive impact for all Australian children, including those from culturally and linguistically diverse backgrounds. The following links provide some insight into the research that has been conducted.
Do you know of a good research paper? To share it with your colleagues, please email connectwithmaths@aamt.edu.au with the link and a brief description.
Playing with Mathematics: Implications from the Early Years Learning Framework and the Australian Curriculum
Bob Perry & Sue Dockett
Published in Mathematics: Traditions and [New] Practices
After an introduction to the current conceptions of play in early childhood settings, this paper considers what The Early Years Learning Framework and the Australian Curriculum say about play and mathematics learning in the home and preschool, and the early years of school. It analyses similarities and differences in the two documents with regard to their philosophies about play as pedagogy for the learning of mathematics.
Note: links directly to PDF (422 KB)
"Smart Start: Creating new contexts for learning in the 21st century"
"Smart Start: Creating new contexts for learning in the 21st century" presents the findings from the second phase of a project that was designed to explore the ways in which tablet technologies can be used to extend learning in early childhood settings.
Nicola Yelland, Professor of Education and Caja Gilbert, Research Officer from Victoria University, Melbourne undertook research on behalf of IBM KidSmart Early Learning Program. This report presents the findings from the second phase of a project that was designed to explore the ways in which tablet technologies can be used to extend learning in early childhood settings.In the first report (Yelland & Gilbert, 2013) it was indicated that the project was designed to build on the successful IBM KidSmart Early Learning Program by exploring the potential of tablet technologies for knowledge building, meaning making and learning in the early years.
Supporting Young Children’s Mathematics Learning as They Transition to School
Ngaire Davies
This paper investigates how the mathematics content, understanding and practices of the new entrant classroom align with the learning children experience within early childhood settings. In particular it reports on the supportive practices provided by two schools for young children’s mathematical learning as they begin school.
Note: links directly to PDF (615 KB)
What Does Research Say About Early Childhood Education?
S. Bredekamp, R. A. Knuth, L. G. Kunesh & D. D. Shulman
Understanding and applying research findings from early education to classroom practice is an important step in achieving effective child outcomes. Program administrators, educators, and researchers can find clear examples of educational research findings that inform classroom practice. Basic theoretical principles of child development and learning form the foundation for quality early childhood programs.
Young Children Are Powerful Mathematicians
Bob Perry
Have you ever thought about the mathematics that there is in your life? What about the mathematics that there is in the lives of your children? Mathematics is all around us and we 'do' mathematics every hour of every day.
Young Children as Powerful Mathematicians
Bob Perry, Sue Dockett & Elspeth Harley
Published in Engaging the Australian Curriculum Mathematics: Perspectives From the Field (Chapter 8)
This chapter introduces the Early Years Learning Framework for Australia (EYLF) and summarises what it has to say about mathematics learning and continuity of learning between preschool and primary school. As well, it discusses the Australian Curriculum: Mathematics and its perspective on such continuity of learning. Using a Numeracy Matrix developed by the authors with early childhood educators in South Australia, the chapter explores pedagogical links between the EYLF and the Australian Curriculum: Mathematics. Examples of children’s mathematical thinking at both preschool and primary school and of teachers’ documentation of this thinking will be used to explore issues of continuity of mathematics learning.
Note: links directly to entire book (9.3 MB PDF)
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