Partnerships that support children's mathematics during the transition to school: perceptions, barriers and opportunities

Wendy Goff, Susan Dockett

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


    In this chapter we share the perceptions of a small number of principals, teachers and parents about children?s prior-to-school mathematics. Rather than focusing on the somewhat limited notions of young children?s mathematical experiences reflected in some of the comments of these adults, we position the transition to school as a relational context, recognising it as a time when many and varied beliefs, expectations and understandings come together as a cultural interface. We advocate that working collaboratively at this time has the potential to enhance the experiences of young children and the adults with whom they interact, and to provoke both professional and personal reflection and change, particularly in relation to mathematics education.
    Original languageEnglish
    Title of host publicationMathematics and Transition to School: International Perspectives
    EditorsBob Perry, Amy MacDonald, Ann Gervasoni
    Place of PublicationThe Netherlands
    Pages171 - 184
    Number of pages14
    ISBN (Print)9789812872159
    Publication statusPublished - 2015

    Cite this