Advancing mathematics learning in the early years

James Russo; Ann Downton; Joanne Mulligan; Ann Gervasoni; Carol Murphy; Audrey Cooke; Gabrielle Oslington

doi:10.1007/978-981-97-1964-8_8

Advancing mathematics learning in the early years

James Russo, Ann Downton, Joanne Mulligan, Ann Gervasoni, Carol Murphy, Audrey Cooke, Gabrielle Oslington

School of Curriculum Teaching & Inclusive Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

Abstract

This chapter provides an overview and critique of Australasian early childhood mathematics education research published over the period 2020-2023. Five themes emerged that capture the research focus across this period: Practices and pedagogies; Assessing mathematical competence and dispositions; Learning mathematical concepts; Teacher beliefs and attitudes; Inclusion, equity, social justice, and student engagement. We conclude that the research has provided a wealth of knowledge about young children's mathematical understanding, reasoning and dispositions, as well as providing information about effective practices and learning environments to best promote mathematical understanding in equitable and inclusive ways. Future research directions are discussed.

Original language	English
Title of host publication	Research in Mathematics Education in Australasia 2020–2023
Editors	Carmel Mesiti, Wee Tiong Seah, Berinderjeet Kaur, Cath Pearn, Anthony Jones, Scott Cameron, Emma Every, Kate Copping
Place of Publication	Singapore Singapore
Publisher	Springer
Chapter	8
Pages	159-185
Number of pages	27
Edition	1st
ISBN (Electronic)	9789819719648
ISBN (Print)	9789819719631
DOIs	https://doi.org/10.1007/978-981-97-1964-8_8
Publication status	Published - 2024

Keywords

Early childhood education
Early years schooling
MERGA review
RiMEA

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10.1007/978-981-97-1964-8_8

Cite this

Russo, J., Downton, A., Mulligan, J., Gervasoni, A., Murphy, C., Cooke, A., & Oslington, G. (2024). Advancing mathematics learning in the early years. In C. Mesiti, W. T. Seah, B. Kaur, C. Pearn, A. Jones, S. Cameron, E. Every, & K. Copping (Eds.), Research in Mathematics Education in Australasia 2020–2023 (1st ed., pp. 159-185). Springer. https://doi.org/10.1007/978-981-97-1964-8_8

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abstract = "This chapter provides an overview and critique of Australasian early childhood mathematics education research published over the period 2020-2023. Five themes emerged that capture the research focus across this period: Practices and pedagogies; Assessing mathematical competence and dispositions; Learning mathematical concepts; Teacher beliefs and attitudes; Inclusion, equity, social justice, and student engagement. We conclude that the research has provided a wealth of knowledge about young children's mathematical understanding, reasoning and dispositions, as well as providing information about effective practices and learning environments to best promote mathematical understanding in equitable and inclusive ways. Future research directions are discussed.",

keywords = "Early childhood education, Early years schooling, MERGA review, RiMEA",

author = "James Russo and Ann Downton and Joanne Mulligan and Ann Gervasoni and Carol Murphy and Audrey Cooke and Gabrielle Oslington",

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doi = "10.1007/978-981-97-1964-8_8",

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editor = "Carmel Mesiti and Seah, {Wee Tiong} and Berinderjeet Kaur and Cath Pearn and Anthony Jones and Scott Cameron and Emma Every and Kate Copping",

booktitle = "Research in Mathematics Education in Australasia 2020–2023",

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Russo, J , Downton, A, Mulligan, J, Gervasoni, A, Murphy, C, Cooke, A & Oslington, G 2024, Advancing mathematics learning in the early years. in C Mesiti, WT Seah, B Kaur, C Pearn, A Jones, S Cameron, E Every & K Copping (eds), Research in Mathematics Education in Australasia 2020–2023. 1st edn, Springer, Singapore Singapore, pp. 159-185. https://doi.org/10.1007/978-981-97-1964-8_8

Advancing mathematics learning in the early years. / Russo, James ; Downton, Ann; Mulligan, Joanne et al.
Research in Mathematics Education in Australasia 2020–2023. ed. / Carmel Mesiti; Wee Tiong Seah; Berinderjeet Kaur; Cath Pearn; Anthony Jones; Scott Cameron; Emma Every; Kate Copping. 1st. ed. Singapore Singapore: Springer, 2024. p. 159-185.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

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AB - This chapter provides an overview and critique of Australasian early childhood mathematics education research published over the period 2020-2023. Five themes emerged that capture the research focus across this period: Practices and pedagogies; Assessing mathematical competence and dispositions; Learning mathematical concepts; Teacher beliefs and attitudes; Inclusion, equity, social justice, and student engagement. We conclude that the research has provided a wealth of knowledge about young children's mathematical understanding, reasoning and dispositions, as well as providing information about effective practices and learning environments to best promote mathematical understanding in equitable and inclusive ways. Future research directions are discussed.

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Advancing mathematics learning in the early years

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Keywords

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