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Mathematical Thinking Of Young Children Through The Eyes Of Preschool Practitioners, Robert Hunting, Catherine Pearn
Mathematical Thinking Of Young Children Through The Eyes Of Preschool Practitioners, Robert Hunting, Catherine Pearn
Catherine Pearn
This paper reports on interview responses to three questions seeking preschool practitioners' perceptions of mathematical thinking in very young children. Generally, the interviewees were found to have a good sense of mathematical concepts relevant to babies and toddlers, and they cited evidence of young children's mathematical development. It is concluded that this practical knowledge provides a strong foundation for further professional development. [Author abstract]
The Development Of Mathematical Strategies In The Early Years, Catherine Pearn
The Development Of Mathematical Strategies In The Early Years, Catherine Pearn
Catherine Pearn
Current research has shown that children develop a repertoire of mathematical strategies by progressing though five 'counting stages'. These are: perceptual - students are limited to counting those items they can perceive; figurative - students count from one when solving addition problems with screened collections; initial number sequence - students can now count on to solve addition and missing add-end problems with screened collections; implicitly nested number sequence - students are able to focus on the collection of unit items as one thing, as well as the abstract unit items; explicitly nested number sequence - students are simultaneously aware of …
Fractions : Using The Measurement Model To Develop Understanding, Catherine Pearn
Fractions : Using The Measurement Model To Develop Understanding, Catherine Pearn
Catherine Pearn
Several researchers have noted how children's whole number schemes can interfere with their efforts to learn fractions. An Australian study found that children who were successful with the solution of the rational number tasks exhibited greater whole number knowledge and more flexible solution strategies. Behr and Post (1988) indicated that children needed to be competent in the four operations of whole numbers, along with an understanding of measurement, to enable them to understand rational numbers. The workshop session described in this paper was a 'hands-on' session that focused on the use of paper folding, fraction walls and number lines to …
Procedures Or Concepts : Confusion In Young Children's Development Of Mathematical Understanding, Catherine Pearn
Procedures Or Concepts : Confusion In Young Children's Development Of Mathematical Understanding, Catherine Pearn
Catherine Pearn
This article provides an overview of research investigating the mathematical understanding of young children involved in the Mathematics Intervention program.
The Importance Of Efficient Strategies In Developing Numeracy In The Early Years, Catherine Pearn
The Importance Of Efficient Strategies In Developing Numeracy In The Early Years, Catherine Pearn
Catherine Pearn
A mathematics intervention program has been established at Elm Primary School for children at risk of not succeeding with Grade 1 mathematics. The program is based on current research that shows that children become numerate by progressing through five counting stages. The development and results of clinical interviews used for testing are discussed along with strategies that have been used to assist children overcome common difficulties identified by the testing. The importance for classroom teachers to be able to identify each child's strategies and thus their counting stage is stressed as a starting point for numeracy teaching in early years. …