Abstract
During the review period, there has been unprecedented political interest in early childhood education in Australasia (taken to be education of and for children aged between 0 and 8 years old). In New Zealand a review of the implementation of the respected prior-to-school curriculum framework Te Whariki (Ministry of Education [MoE], 1996) has been recommended. For schools, the New Zealand Curriculum (MoE, 2007) was introduced in 2007. In Australia, the Early Years Learning Framework for Australia (Department of Education, Employment and Workforce Relations [DEEWR], 2009) was implemented from 2010 and Phase 1 of the implementation of the Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2010), including mathematics, has begun.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
- Early Childhood
- Mathematics Education
- Mathematic Teacher
- Early Childhood Education
- Early Childhood Teacher
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Anthony G, Walshaw M. Mathematics education in the early years: Building bridges. Contemporary Issues in Early Childhood. 2009;10(2):107–121.
Australian Association of Mathematics Teachers [AAMT]. (2011). Numeracy, mathematics and Indigenous learners. Retrieved from http://makeitcount.aamt.edu.au/
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2010). Australian curriculum. Retrieved from http://www.acara.edu.au/default.asp
Bobis, J., Papic, M., & Mulligan, J. (2009/2010). The mathematical knowledge of preschool practitioners: Evidence from the field. Journal of Australian Research in Early Childhood Education, 16(2), 87-97.
Cheeseman J, McDonough A, Clarke D. Investigating children's understanding of the measurement of mass. In: Clark J, Kissane B, Mousley J, Spencer T, Thornton S, editors. Mathematics: Traditions and [new] practices (Proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia and the 23rd biennial conference of the Australian Association of Mathematics Teachers, Alice Springs. Adelaide, SA: AAMT & MERGA; 2011. p. 174–182.
Clarke B, Clarke DM, Cheeseman J. The mathematical knowledge and understanding young children bring to school. Mathematics Education Research Journal. 2006;18(1):78–103.
Clarke, D., Cheeseman, J., Gervasoni, A., Gronn, D., Horne, M., McDonough, A. … Montgomery, P. (2002). Early Numeracy Research Project (ENRP) Final Report. Melbourne: Australian Catholic University.
Davies, N. (2009). Mathematics from early childhood to school: Investigation into transition. In Ministry of Education, Findings from the New Zealand Numeracy Development Projects 2008 (pp. 86-97). Wellington, New Zealand: Learning Media.
Davies N. Supporting young children's mathematics learning as they transition to school. In: Clark J, Kissane B, Mousley J, Spencer T, Thornton S, editors. Mathematics: Traditions and [new] practices (Proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia and the 23rd biennial conference of the Australian Association of Mathematics Teachers, Alice Springs. Adelaide, SA: AAMT & MERGA; 2011. p. 208–216.
Davies N, Walker K. Explorations of early childhood-new entrant transitions in mathematics. In: Goos M, Brown R, Makar K, editors. Navigating currents and charting directions (Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia. Brisbane, QLD: MERGA; 2008. p. 155–162.
Department of Education, Employment and Workforce Relations (DEEWR), (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra: Commonwealth of Australia. Retrieved from http://www.deewr.gov.au/earlychildhood/policy_agenda/quality/pages/earlyyearslearningframework.aspx
de Vries E, Thomas L, Warren E. Teaching mathematics and play based learning in an Indigenous early childhood setting: Early childhood teachers' perspectives. In: Sparrow L, Kissane B, Hurst C, editors. Shaping the future of mathematics education (Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle, WA: MERGA; 2010. p. 719–722.
Ellemor-Collins D, Wright RJ. From counting by ones to facile higher decade addition: The case of Robyn. In: Figueras O, Cortina JL, Alatorre S, Rojano T, Sepúlveda A, editors. Mathematical ideas: History, education and cognition (Proceedings of the joint meeting of PME32 and PME-NA XXX. Morelia, Mexico: Cinvestav-UMSNH; 2008. p. 439–446.
Ellemor-Collins D, Wright RJ. Structuring numbers 1 to 20: Developing facile addition and subtraction. Mathematics Education Research Journal. 2009;21(2):50–75.
Ellemor-Collins D, Wright RJ. Unpacking mathematisation: An experimental framework for arithmetic instruction. In: Ubuz B, editor. Developing mathematical thinking (Proceedings of the 35th conference of the International Group for the Psychology of Mathematics Education. Ankara, Turkey: PME; 2011. p. 313–320.
English L. Young children's early modelling with data. Mathematics Education Research Journal. 2010;22(2):24–47.
English L. Data modelling in the beginning school years. In: Clark J, Kissane B, Mousley J, Spencer T, Thornton S, editors. Mathematics: Traditions and [new] practices (Proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia and the 23rd biennial conference of the Australian Association of Mathematics Teachers, Alice Springs. Adelaide, SA: AAMT & MERGA; 2011. p. 226–234.
Gervasoni A, Hart A, Croswell M, Hodges L, Parish L. Insights from Aboriginal teaching assistants about the impact of the Bridging the Numeracy Gap project in a Kimberley Catholic school. In: Clark J, Kissane B, Mousley J, Spencer T, Thornton S, editors. Mathematics: Traditions and [new] practices (Proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia and the 23rd biennial conference of the Australian Association of Mathematics Teachers, Alice Springs. Adelaide, SA: AAMT & MERGA; 2011a. p. 306–314.
Gervasoni A, Parish L, Bevan K, Croswell M, Hadden T, Livesey C, Turkenburg K. Exploring the mystery of children who read, write and order 2-digit numbers, but cannot locate 50 on a number line. In: Ubuz B, editor. Developing mathematical thinking (Proceedings of the 35th conference of the International Group for the Psychology of Mathematics Education. Ankara, Turkey: PME; 2011b. p. 401–408.
Gervasoni A, Parish L, Hadden T, Turkenburg K, Bevan K, Livesey C, Croswell M. Insights about children's understanding of 2-digit and 3-digit numbers. In: Clark J, Kissane B, Mousley J, Spencer T, Thornton S, editors. Mathematics: Traditions and [new] practice (Proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia and the 23rd biennial conference of the Australian Association of Mathematics Teachers, Alice Springs. Adelaide, SA: AAMT & MERGA; 2011c. p. 315–323.
Ginsburg, H. P. (2006). Mathematical play and playful mathematics: A guide for early education. In R. M. Golinkoff, K Hirsh-Pasek, & D. Singer (Eds.), Play = learning (pp. 145-165). New York, NY: Oxford University Press.
Goodwin, K. (2008a). The development of a digital assessment of early fraction learning. In O. Figueras, J.L. Cortina, S. Alatorre, T. Rojano & A. Sepulveda (Eds.), Mathematical ideas: History, education and cognition (Proceedings of the Joint Meeting of PME 32 and PME-NA XXX, pp. 263). Morelia, Mexico: Cinvestav-UMSNH.
Goodwin K. The impact of interactive multimedia on kindergarten students' representations of fractions. Issues in Educational Research. 2008b;18(2):103–117.
Highfield K. Possibilities and pitfalls of techno-toys and digital play in mathematics learning. In: Ebbeck M, Waniganayake M, editors. Play in early childhood education: Learning in diverse contexts. Melbourne, Australia: Oxford University Press; 2010a. p. 177–196.
Highfield K. Robotic toys as a catalyst for mathematical problem solving. Australian Primary Mathematics Classroom. 2010b;15(2):22–27.
Highfield, K., & Goodwin, K. (2008). A review of recent research in early mathematics learning and technology. In M. Goos, R. Brown, & K. Makar (Eds.), Navigating currents and charting directions. (Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia, pp. 259-264). Brisbane, QLD: MERGA.
Highfield K, Mulligan JT. Young children's embodied action in problem-solving tasks using robotic toys. In: Tzekaki M, Kaldrimidou M, Sakonidis H, editors. In search of theories in mathematics education (Proceedings of the 33rd conference of the International Group for the Psychology of Mathematics Education. Thessaloniki, Greece: PME; 2009. p. 273–280.
Howell SC, Kemp CR. A participatory approach to the identification of measures of number sense in children prior to school entry. International Journal of Early Years Education. 2009;17(1):47–65.
Howell SC, Kemp CR. Assessing preschool number sense: Skills demonstrated by children prior-to-school entry. Educational Psychologist. 2010;30(4):411–429.
Hunting R. Little people, big play, and big mathematical ideas. In: Sparrow L, Kissane B, Hurst C, editors. Shaping the future of mathematics education (Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle, WA: MERGA; 2010. p. 727–730.
Hunting, R. P., Bobis, J., Doig, B., English, L., Mousley, J., Mulligan, J., … Young-Loveridge, J. (Eds.). (2008). Mathematical thinking of preschool children in rural and regional Australia: Research and practice. Final report to National Centre of Science, ICT, and Mathematics Education in Rural and Regional Australia (SiMERR). Bendigo, Australia: La Trobe University.
Hurst C, Armstrong T, Young M. Making a difference for Indigenous children. In: Clark J, Kissane B, Mousley J, Spencer T, Thornton S, editors. Mathematics: Traditions and [new] practices (Proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia and the 23rd biennial conference of the Australian Association of Mathematics Teachers, Alice Springs. Adelaide, SA: AAMT & MERGA; 2011. p. 373–381.
Johnston, M., Thomas, G., & Ward, J. (2010). The development of students' ability in strategy and knowledge. In Ministry of Education, Findings from the New Zealand Numeracy Development Projects 2009 (pp. 49-59). Wellington, New Zealand: Learning Media.
Jorgensen R. Group work, language and interaction: Challenges of implementation in Aboriginal contexts. In: Sparrow L, Kissane B, Hurst C, editors. Shaping the future of mathematics education (Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle, WA: MERGA; 2010. p. 740–743.
Jorgensen R, Grootenboer P. Early years swimming as new sites for early mathematical learning. In: Clark J, Kissane B, Mousley J, Spencer T, Thornton S, editors. Mathematics: Traditions and [new] practices (Proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia and the 23rd biennial conference of the Australian Association of Mathematics Teachers, Alice Springs. Adelaide, SA: AAMT & MERGA; 2011. p. 398–405.
Lee S. Mathematical outdoor play: Toddler's experience. In: Sparrow L, Kissane B, Hurst C, editors. Shaping the future of mathematics education (Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle, WA: MERGA; 2010. p. 723–726.
Lowrie T, Diezmann C, Logan T. Primary students' performance on map tasks: The role of context. In: Ubuz B, editor. Developing mathematical thinking (Proceedings of the 35th conference of the International Group for the Psychology of Mathematics Education. Ankara, Turkey: PME; 2011. p. 145–152.
MacDonald A. Heavy thinking: Young children's theorising about mass. Australian Primary Mathematics Classroom. 2010a;15(4):4–8.
MacDonald A. Young children's measurement knowledge: Understandings about comparison at the commencement of schooling. In: Sparrow L, Kissane B, Hurst C, editors. Shaping the future of mathematics education (Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle, WA: MERGA; 2010b. p. 375–382.
MacDonald A. Young children's representations of their developing measurement understandings. In: Clark J, Kissane B, Mousley J, Spencer T, Thornton S, editors. Mathematics: Traditions and [new] practices (Proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia and the 23rd biennial conference of the Australian Association of Mathematics Teachers, Alice Springs. Adelaide, SA: AAMT & MERGA; 2011. p. 482–490.
MacDonald A, Lowrie T. Developing measurement concepts within context: Children's representations of length. Mathematics Education Research Journal. 2011;23(1):27–42.
McDonald S, Warren E, de Vries E. Plotting the use of oral language and rich mathematical representations of teachers in the early years of formal schooling. In: Ubuz B, editor. Developing mathematical thinking (Proceedings of the 35th conference of the International Group for the Psychology of Mathematics Education. Ankara, Turkey: PME; 2011. p. 209–216.
McDonough A, Sullivan P. Learning to measure length in the first three years of school. Australasian Journal of Early Childhood. 2011;36(3):27–35.
Meaney T. Only two more sleeps until the school holidays: Referring to quantities of things at home. In: Durand-Guerrier V, Soury-Lavergne S, Arzarello F, editors. Proceedings of the 6th Congress of the European Society for Research in Mathematics Education. Lyon, France: CERME; 2009. p. 2617–2626.
Meisels SJ. Accountability in early childhood: No easy answers. In: Pianta RC, Cox MJ, Snow KL, editors. School readiness and the transition to kindergarten in the era of accountability. Baltimore, MD: Brookes; 2007. p. 31–48.
Ministry of Education (1996). Te whariki he whaariki matauranga: Early childhood curriculum. Wellington, New Zealand: Learning Media. Retrieved from http://www.educate.ece.govt.nz/~/ media/Educate/Files/Reference%20Downloads/whariki.pdf
Ministry of Education. Book 1: The Number Framework — the Numeracy Development Projects. Wellington, New Zealand: Author; 2006.
Ministry of Education. The New Zealand Curriculum. Wellington, New Zealand: Author; 2007.
Ministry of Education. Book 2: The Diagnostic Interview—The Numeracy Development Projects. Wellington, New Zealand: Author; 2008a.
Ministry of Education, (2008b). Findings from the New Zealand Numeracy Development Projects 2007. Wellington, New Zealand: Learning Media.
Ministry of Education. Findings from the New Zealand Numeracy Development Projects 2008. Wellington, New Zealand: Learning Media; 2009.
Ministry of Education. Findings from the New Zealand Numeracy Development Projects 2009. Wellington, New Zealand: Learning Media; 2010a.
Ministry of Education. Mathematics standards for years 1—8. Wellington, New Zealand: Author; 2010b.
Muir T. At home with numeracy: Empowering parents to be active participants in their child's numeracy development. In: Hunter R, Bicknell B, Burgess T, editors. Crossing divides (Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia. Palmerston North, NZ: MERGA; 2009. p. 395–402.
Mulligan JT, English LD, Mitchelmore MC, Welsby SM, Crevensten N. An evaluation of the Pattern and Structure Mathematics Awareness Program in the early school years. In: Clark J, Kissane B, Mousley J, Spencer T, Thornton S, editors. Mathematics: Traditions and [new] practices (Proceedings from the 34th annual conference of the Mathematics Education Research Group of Australasia and the 23rd biennial conference of the Australian Association of Mathematics Teachers, Alice Springs. Adelaide, SA: AAMT & MERGA; 2011. p. 548–556.
Mulligan J, Mitchelmore M. Awareness of pattern and structure in early mathematical development. Mathematics Education Research Journal. 2009;21(2):33–49.
Niesche R, Grootenboer P, Jorgensen R, Sullivan P. The maths in the Kimberley project: An overview. In: Sparrow L, Kissane B, Hurst C, editors. Shaping the future of mathematics education (Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle, WA: MERGA; 2010. p. 732–735.
Papic, M. M., Mulligan, J, T., & Mitchelmore, M. C. (2011). Assessing the development of preschoolers' mathematical patterning. Journal for Research in Mathematics Education, 42(3), 237-268.
Pearn, C., Hunting, R., & Robbins, J. (2009/2010). What support do preschool practitioners need to foster young children's mathematical thinking? Journal of Australian Research in Early Childhood Education, 16(2), 63-75.
Perry, B. (2009/2010). Mathematical thinking of preschool children in rural and regional Australia: An overview. Journal of Australian Research in Early Childhood Education, 16(2), 1-12.
Perry B. Early childhood numeracy leaders and powerful mathematical ideas. In: Clark J, Kissane B, Mousley J, Spencer T, Thornton S, editors. Mathematics: Traditions and [new] practices (Proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia and the 23rd biennial conference of the Australian Association of Mathematics Teachers, Alice Springs. Adelaide, SA: AAMT & MERGA; 2011. p. 617–623.
Perry, B., & Dockett, S. (2004). Mathematics in early childhood education. In B. Perry, G. Anthony, & C. Diezmann. (Eds.), Review of mathematics education research in Australasia: 2000-2003 (pp. 103-125). Brisbane, Australia: Post Pressed.
Perry B, Dockett S. Young children's access to powerful mathematical ideas. In: English LD, editor. Handbook of international research in mathematics education. 2nd ed. New York, NY: Routledge; 2008. p. 75–108.
Perry B, Dockett S. What makes mathematics play? In: Sparrow L, Kissane B, Hurst C, editors. Shaping the future of mathematics education (Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle, WA: MERGA; 2010. p. 715–718.
Perry B, Dockett S. Playing with mathematics: Implications from the Early Years Learning Framework and the Australian Curriculum. In: Clark J, Kissane B, Mousley J, Spencer T, Thornton S, editors. Mathematics: Traditions and [new] practices (Proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia and the 23rd biennial conference of the Australian Association of Mathematics Teachers, Alice Springs. Adelaide, SA: AAMT & MERGA; 2011. p. 624–630.
Perry B, Howard P. Manipulatives in primary mathematics: Implications for teaching and learning. Australian Primary Mathematics Classroom. 1997;2(2):25–30.
Perry B, Young-Loveridge J, Dockett S, Doig B. The development of young children's mathematical understanding. In: Forgasz H, Barkatsas A, Bishop A, Clarke B, Keast S, Seah WT, Sullivan P, editors. Research in mathematics education in Australasia 2004—2007. Rotterdam, The Netherlands: Sense; 2008. p. 17–40.
Peters, S. (2010). Literature review: Transition from early childhood education to school. New Zealand: Ministry of Education. Retrieved from http://www.educationcounts.govt.nz/publications/ece/78823
Robbins J, Jane B, Bartlett J. Supporting technological thinking: Block play in early childhood education. In: Corrigan D, Dillon J, Gunstone R, editors. The professional knowledge base of science teaching. Dordrecht, The Netherlands: Springer; 2011. p. 223–241.
Sawyer A. Making connections: Promoting connectedness in early mathematics education. In: Goos M, Brown R, Makar K, editors. Navigating currents and charting directions (Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia. Brisbane, QLD: MERGA; 2008. p. 429–435.
Sherley B, Clark M, Higgins J. School readiness: What do teachers expect of children's mathematics on school entry? In: Goos M, Brown R, Makar K, editors. Navigating currents and charting directions (Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia. Brisbane, QLD: MERGA; 2008. p. 461–465.
Sullivan P, Grootenboer P, Jorgensen R. Considering student experience and knowledge of context in planning mathematics learning. In: Ubuz B, editor. Developing mathematical thinking (Proceedings of the 35th conference of the International Group for the Psychology of Mathematics Education. Ankara, Turkey: PME; 2011. p. 225–232.
Swan P, Marshall L. Revisiting mathematics manipulative materials. Australian Primary Mathematics Classroom. 2010;15(2):13–19.
Sweeney T, Geer R. Student capabilities and attitudes towards ICT in the early years. Australian Educational Computing. 2010;25(1):18–24.
Treacy K, Frid S. Recognising different starting points in Aboriginal students' learning of number. In: Goos M, Brown R, Makar K, editors. Navigating currents and charting directions (Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia. Brisbane, QLD: MERGA; 2008. p. 531–537.
Trinick, T., & Stevenson, B. (2009). Longitudinal patterns of performance: Te Poutama Tau. In Ministry of Education, Findings from the New Zealand Numeracy Development Projects 2008 (pp. 27-38). Wellington, New Zealand: Learning Media.
Trinick, T., & Stevenson, B. (2010). Evaluation of Te Poutama Tau: Maori-medium Numeracy Project, 2003-2009. In Ministry of Education, Findings from the New Zealand Numeracy Development Projects 2009 (pp. 72-87). Wellington, New Zealand: Learning Media.
van den Heuvel-Panhuizen M, van den Boogaard S, Doig B. Picture books stimulate the learning of mathematics. Australasian Journal of Early Childhood. 2009;34(2):30–39.
Warren, E. (2008/2009). Early childhood teachers' professional learning in algebraic thinking: A model that supports new knowledge and pedagogy. Mathematics Education Research Journal, 10, 30-45.
Warren E, de Vries E, Cole A. Closing the gap: Myths and truths behind subitisation. Australasian Journal of Early Childhood. 2009;34(4):46–54.
Warren E, Miller J. Exploring four year old Indigenous students' ability to pattern. International Research in Early Childhood Education. 2010a;1(2):42–56.
Warren E, Miller J. Indigenous children's ability to pattern as they enter kindergarten/ pre-prep settings: An exploratory study. In: Sparrow L, Kissane B, Hurst C, editors. Shaping the future of mathematics education (Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle, WA: MERGA; 2010b. p. 594–601.
Warren E, Miller J, Cooper TJ. Exploring young children's functional thinking. In: Ubuz B, editor. Developing mathematical thinking (Proceedings of the 35th conference of the International Group for the Psychology of Mathematics Education. Ankara, Turkey: PME; 2011. p. 329–336.
Warren E, Young J, de Vries E. Indigenous students' early engagements with numeracy: The case of Widgy and Caddy. In: Goos M, Brown R, Makar K, editors. Navigating currents and charting directions (Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia. Brisbane, QLD: MERGA; 2008a. p. 547–554.
Warren E, Young J, de Vries E. The impact of early numeracy engagement on 4-year-old Indigenous students. Australian Journal of Early Childhood. 2008b;33(4):2–8.
Watson J, Skalicky J, Fitzallen N, Wright S. Licorice production and manufacturing: All-sorts of practical applications for statistics. Australian Primary Mathematics Classroom. 2009;14(3):4–13.
Wildy H, Styles I. Measuring what students entering school know and can do: PIPS Australia 2006-2007. Australian Journal of Early Childhood. 2008;33(4):43–52.
Willis, S. (2000, October). 'Strengthening numeracy' reducing risk. Paper presented at the ACER research conference. Brisbane, Australia: ACER.
Wylie, C., Hodgen, E., Hipkins, R., & Vaughan, K. (2008). Competent learners on the edge of adulthood. A summary of key findings from the competent learners @16 project. Wellington, New Zealand: Ministry of Education. Retrieved from http://www.educationcounts.govt.nz/publications/ece/2567/35076/35079
Yelland N. Reconceptualising play and learning in the lives of young children. Australasian Journal of Early Childhood. 2011;36(2):4–12.
Yelland N, Kilderry A. Becoming numerate with information and communication technologies in the twenty-first century. International Journal of Early Years Education. 2010;18(2):91–106.
Young-Loveridge J. Development of children's mathematical thinking in the early school years. In: Saracho O, Spodek B, editors. Contemporary perspectives on mathematics in early childhood education. Charlotte, N.C.: Information Age; 2008. p. 133–156.
Young-Loveridge, J. (2009). Patterns of performance and progress of NDP students in 2008. In Ministry of Education, Findings from the New Zealand Numeracy Development Projects 2008 (pp. 12-25). Wellington, New Zealand: Learning Media.
Young-Loveridge, J. (2010). A decade of reform in mathematics education: Results for 2009 and earlier years. In Ministry of Education, Findings from the New Zealand Numeracy Development Projects 2009 (pp. 15-35). Wellington, New Zealand: Learning Media.
Young-Loveridge J. Assessing the mathematical thinking of young children in New Zealand: The initial years at school. Early Child Development and Care. 2011;181(2):267–276.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
MacDonald, A., Davies, N., Dockett, S., Perry, B. (2012). Early Childhood Mathematics Education. In: Perry, B., Lowrie, T., Logan, T., MacDonald, A., Greenlees, J. (eds) Research in Mathematics Education in Australasia 2008–2011. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-970-1_9
Download citation
DOI: https://doi.org/10.1007/978-94-6091-970-1_9
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-970-1
eBook Packages: Humanities, Social Sciences and LawEducation (R0)