Curtin University Homepage
  • Library
  • Help
    • Admin

    espace - Curtin’s institutional repository

    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item

    Early childhood numeracy in a multiage setting

    Access Status
    Fulltext not available
    Authors
    Frid, Sandra
    Wood, K.
    Date
    2005
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Wood, K. and Frid, S. 2005. Early childhood numeracy in a multiage setting. Mathematics Education Research Journal. 16 (3): pp. 80-99.
    Source Title
    Mathematics Education Research Journal
    DOI
    10.1007/BF03217402
    ISSN
    1033-2170
    Faculty
    Faculty of Education, Language Studies and Social Work
    URI
    http://hdl.handle.net/20.500.11937/35583
    Collection
    • Curtin Research Publications
    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.

    Related items

    Showing items related by title, author, creator and subject.

    • International note: Are Emirati parents' attitudes toward mathematics linked to their adolescent children's attitudes toward mathematics and mathematics achievement?
      Areepattamannil, S.; Khine, Myint Swe; Melkonian, M.; Welch, A.; Al Nuaimi, S.; Rashad, F. (2015)
      Drawing on data from the 2012 Program for International Student Assessment (PISA) and employing multilevel modeling as an analytic strategy, this study examined the relations of adolescent children's perceptions of their ...
    • Mathematics is more than the mathematics lesson
      Cooke, Audrey (2014)
      Integrating mathematics across the curriculum is of benefit for children learning mathematics as it can provide opportunities that demonstrate how mathematics is used in the real world and create experiences that children ...
    • Exploring STEM education through pre-service teacher conceptualisations of mathematics
      Cooke, Audrey; Walker, R. (2015)
      STEM education is advocated as enhancing learning in the areas of Science, Technology, Engineering and Mathematics through delivering meaningful learning experiences to students. Although the benefits of integrating STEM ...
    Advanced search

    Browse

    Communities & CollectionsIssue DateAuthorTitleSubjectDocument TypeThis CollectionIssue DateAuthorTitleSubjectDocument Type

    My Account

    Admin

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Follow Curtin

    • 
    • 
    • 
    • 
    • 

    CRICOS Provider Code: 00301JABN: 99 143 842 569TEQSA: PRV12158

    Copyright | Disclaimer | Privacy statement | Accessibility

    Curtin would like to pay respect to the Aboriginal and Torres Strait Islander members of our community by acknowledging the traditional owners of the land on which the Perth campus is located, the Whadjuk people of the Nyungar Nation; and on our Kalgoorlie campus, the Wongutha people of the North-Eastern Goldfields.