Abstract
This research is a case study examining numeracy teaching and learning practices in an early childhood multiage setting with Pre-Primary to Year 2 children. Data were collected via running records, researcher reflection notes, and video and audio recordings. Video and audio transcripts were analysed using a mathematical discourse and social interactions coding system designed by MacMillan (1998), while the running records and reflection notes contributed to descriptions of the children’s interactions with each other and with the teachers. Teachers used an ‘assisted performance’ approach to instruction that supported problem solving and inquiry processes in mathematics activities, and this, combined with a child-centred pedagogy and specific values about community learning, created a learning environment designed to stimulate and foster learning. The mathematics discourse analysis showed a use of explanatory language in mathematics discourse, and this language supported scaffolding among children for new mathematics concepts. These and other interactions related to peer sharing, tutoring and regulation also emerged as key aspects of students’ learning practices. However, the findings indicated that multiage grouping alone did not support learning. Rather, effective learning was dependent upon the teacher’s capacities to develop productive discussion among children, as well as implement developmentally appropriate curricula that addressed the needs of the different children.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
Aschermann, J. (2001).Children teaching and learning in peer collaborative interactions. Unpublished masters thesis, Virginia Polytechnic and State University.
Clarke, D. M. (2001). Understanding, assessing, and developing young children’s mathematical thinking: Research as a powerful tool for professional growth. In J. Bobis, B. Perry, & M. Mitchelmore (Eds.),Numeracy and beyond (Proceedings of the 24th annual conference of the Mathematics Education Research Group of Australasia, pp. 9–26). Sydney: MERGA.
Clarke, D. M., Sullivan, P., Cheeseman, J., & Clarke, B. A. (2000). The early numeracy research project. Developing a framework for describing early numeracy learning. In J. Bana & A. Chapman (Eds.),Mathematics education beyond 2000 (Proceedings of the 23rd annual conference of the Mathematics Education Research Group of Australasia, pp. 180–187). Sydney: MERGA.
Doig, B. (2001).Summing up: Australian numeracy performances, practices, programs and possibilities (Report for the Australian Council for Educational Research and State, Territory and Commonwealth governments). Melbourne: The Craftsman Press.
Fraenkel, J., & Wallen, N. (2002).How to design and evaluate research in education. New York: McGraw-Hill.
Frid, S. (2001). Making manipulatives meaningful.Cross Section 13(2), 10–15.
Gold, R. (1969). Roles in sociological field observation. In G. McCall & J. Simmons (Eds.),Issues in participant observation (pp. 30–39). Reading, MA: Addison-Wesley.
Harmon, M. (2001).Comparison of the academic achievements of primary school children in multiage and traditional classrooms. Unpublished doctoral dissertation, East Tennessee State University.
Hogan, J. (2000). Numeracy across the curriculum.Australian Mathematics Teacher, 5(3), 17–20.
Hunt, H. (1999).Childcare structure and the social play of young children. Unpublished masters thesis, University of Melbourne.
Katz, L., Evangelou, D., & Hartman, J. (1990).The case for mixed-age grouping in early childhood. Washington, DC: National Association for the Education of Young Children, Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED326302)
Kinsey, S. (2001). Multiage grouping and academic achievement in elementary school. ERIC EECENewsletter, Spring 2001,13(1), 1–2.
MacMillan, A. (1998). Investigating the mathematical thinking of young children: Some methodological and theoretical issues. In A. McIntosh & N. Ellerton (Eds.),Research in mathematics education: A contemporary perspective (pp. 108–133). Perth: Mathematics, Science and Technology Education Centre, Edith Cowan University.
MacMillan, A. (2001). Collaborative frameworks for early numeracy: The house that Josh built.Australian Journal of Early Childhood, 26(3), 31–40.
Merriam, S. (1988).Case study research in education. San Francisco, CA: Jossey-Bass.
Miller, B. (1994).Children at the centre: Implementing the multiage classroom. Portland, OR: Northwest Regional Educational Laboratory.
National Council of Teachers of Mathematics (2000).Principles and standards for school mathematics. Reston, VA: Author.
NSW Department of Education and Training (2002).Count me in too. Professional development package. Sydney: Author.
Politano, C., & Davies, A. (1994).Multiage and more — Building connections. Winnepeg, Canada: Pegasus Publishers.
Powney, J., & Watts, M. (1987).Interviewing in educational research. London: Routledge.
Pratt, D. (1983).Age segregation in schools. Paper presented to the annual meeting of the American Educational Research Association, Quebec, Canada. (ERIC No. ED 231038)
Rathbone, C. (Ed.). (1993).Multiage portraits: Teaching and learning in mixed-age classrooms. Peterborough, NH: Crystal Springs Books.
Rice, J., & Shortland-Jones, B. (1999).Planning and implementing multiage grouping in your school. Perth: WA Primary Principals Association.
Scott, D. (1999). Essential ingredients for numeracy.Australian Primary Mathematics Classroom, 4(1), 4–8.
Teppo, A. (Ed.). (1998). Qualitative research methods in mathematical education.Journal for Research in Mathematics Education, Monograph 9. Reston, VA: National Council of Teachers of Mathematics.
Tudge, J., & Rogoff, B. (1989). Peer influences on cognitive development: Piagetian and Vygotskian perspectives. In M. Borstein & J. Bruner (Eds.),Interaction in human development (pp. 17–36). Hillsdale, NJ: Lawrence Erlbaum.
Vygotsky, L. (1978).Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Willis, S., Devlin, W., Jacob, L., Treacy, K., Tomazos, D., & Powell, B. (2004).First steps in mathematics. Sydney: Rigby Heinemann.
Woolfolk, A. (1998).Educational psychology. Needham Heights, MA: Allyn & Bacon.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Wood, K., Frid, S. Early childhood numeracy in a multiage setting. Math Ed Res J 16, 80–99 (2005). https://doi.org/10.1007/BF03217402
Issue Date:
DOI: https://doi.org/10.1007/BF03217402