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Fostering Understanding Of Early Numeracy Development, Kate Reid, Nicola Andrews
Fostering Understanding Of Early Numeracy Development, Kate Reid, Nicola Andrews
Monitoring Learning
In 2012, the Australian Council for Educational Research (ACER) began the Longitudinal Literacy and Numeracy Study: Transitions from Preschool to School (LLANS:TPS). The study is part of a program of longitudinal literacy and numeracy research at ACER that started with a seven-year longitudinal study of children’s developing literacy and numeracy throughout primary school, which began in 1999 with a cohort of 1000 children from 100 schools around Australia (Meiers et al., 2006). The original Longitudinal Literacy and Numeracy Study (LLANS) developed new instruments for assessing children’s literacy and numeracy understanding in the first three years of primary school and described …
Counting On It : Early Numeracy Development And The Preschool Child, Kate Reid
Counting On It : Early Numeracy Development And The Preschool Child, Kate Reid
Student learning processes
Children think mathematically long before they start school. Before children start learning mathematics at school, they show informal understanding of many numeracy concepts. This is informal numeracy knowledge, that is, skills that children develop before starting school that do not depend on written mathematical notation (Purpura & Napoli, 2015). For example, children’s numeracy knowledge is evident in their developing counting skills. It is also evident in their capacity to compare, share, order, estimate and calculate different quantities. Fundamental skills in recognising and responding to numerical cues are apparent in infancy, and, at a very basic level, may be innate. Early …