Number sense: the impact of a measurement-focused program on young children’s number learning

Jill Cheeseman, Christiane Benz, Yianna Pullen

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

    Abstract

    Children begin to form mathematical concepts at an early age and many of these concepts are linked to measurement experiences. Often mathematics education in pre-school and at the beginning of school is focused on numbers. In order to acknowledge children’s mathematical concepts and to build on them, a mathematics intervention program that focused on measurement replaced the usual mathematics curriculum for 40 children entering their first year of school in Australia. This chapter presents the results of the children’s performance on a one-to-one task-based interview that tested their number knowledge at the beginning and end of the school year. In addition, two case studies and some classroom stories from the intervention are described. Findings indicate that a measurement-based curriculum can stimulate the development of children’s number knowledge and their number sense.
    Original languageEnglish
    Title of host publicationContemporary Research and Perspectives on Early Childhood Mathematics Education
    EditorsIliada Elia, Joanne Mulligan, Ann Anderson, Anna Baccaglini-Frank, Christiane Benz
    Place of PublicationCham Switzerland
    PublisherSpringer
    Chapter7
    Pages101-127
    Number of pages27
    Edition1st
    ISBN (Electronic)9783319734323
    ISBN (Print)9783319734316
    DOIs
    Publication statusPublished - 2018

    Keywords

    • Number sense
    • Measurement
    • Early mathematics education
    • Intervention
    • Design research

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