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Full-Text Articles in Education
Mathematical Thinking Of Preschool Children In Rural And Regional Australia : Research And Practice, Robert Hunting, Janette Bobis, Brian Doig, Judith Mousley, Lyn English, Joanne Mulligan, Marina Papic, Catherine Pearn, Bob Perry, Jill Robbins, Jenny Young-Loveridge
Mathematical Thinking Of Preschool Children In Rural And Regional Australia : Research And Practice, Robert Hunting, Janette Bobis, Brian Doig, Judith Mousley, Lyn English, Joanne Mulligan, Marina Papic, Catherine Pearn, Bob Perry, Jill Robbins, Jenny Young-Loveridge
Catherine Pearn
Results of a research project that investigated: early childhood educators' thoughts on young children's mathematical thinking and development; reviewed recent research literature on the mathematical learning and thinking of young children; and made this information accessible to early childhood educators at all levels. Sixty-four early childhood educators from regional and rural New South Wales, Queensland and Victoria were interviewed for the project. Questions focused on: children's mathematics learning; support for mathematics teaching; use of technology; attitudes to mathematics; and assessment and record keeping. [p.1]
Highlighting The Similarities And Differences Of The Mathematical Knowledge And Strategies Of Year 4 Students, Catherine Pearn
Highlighting The Similarities And Differences Of The Mathematical Knowledge And Strategies Of Year 4 Students, Catherine Pearn
Catherine Pearn
Research has shown that successful mathematics students use different types of strategies from those struggling with mathematics. Year 4 students were tested using the One Minute Tests of Basic Number Facts and a paper and pencil Number Screening Test developed by the author and colleagues. Observation of the students during the assessment procedures highlighted the vast difference in the students' speed and accuracy when recalling basic facts and the types of strategies they used when solving mathematical tasks. [Author abstract]
Empowering Classroom Teachers For The 21st Century: Meeting The Challenge Of Advancing Children's Mathematical Development, Catherine Pearn
Empowering Classroom Teachers For The 21st Century: Meeting The Challenge Of Advancing Children's Mathematical Development, Catherine Pearn
Catherine Pearn
In this paper, the specific concerns for literacy and numeracy as we enter a new era are addressed through a discussion of an innovative mathematics early intervention program, which the author and classroom teachers have developed and applied. 'Mathematics Intervention' is an innovative program developed by three classroom teachers to identify, then assist, children in year 1 'at risk' of not coping with the current mathematics curriculum. The program incorporates assessment tools and learning activities based on recent research about children's early numerical learning. It develops the basic concepts of number upon which children build their understanding of mathematics. All …
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. …