Children's mathematical knowledge prior to starting school and implications for transition

Ann Gervasoni, Bob Perry

    Research output: Book chapter/Published conference paperChapter (peer-reviewed)peer-review

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    Research over the past 10 years has established that many children starting school are more mathematically capable than teachers, mathematics curricula and text book writers assume. This issue and implications arising for children’s transition to school are explored in this chapter through examining data for 125 children who participated in the Australian Let’s Count Longitudinal Evaluation Study in 2012, 1438 children who participated in the Australian Early Numeracy Research Project (ENRP) in 2001, and the new Australian Curriculum—Mathematics. The children’s mathematics knowledge was assessed using the Mathematics Assessment Interview. The findings suggest that large numbers of children in both the Let’s Count preschool group and the ENRP Beginning School group met the new Australian Curriculum—Mathematics Foundation Standard prior to beginning school. This suggests that many children may be inadequately challenged by the mathematics tasks and instruction they experience in their first year of school.
    Original languageEnglish
    Title of host publicationMathematics and transition to school
    Subtitle of host publicationInternational perspectives
    EditorsAmy MacDonald , Ann Gervasoni, Bob Perry
    Place of PublicationSingapore
    PublisherSpringer-Verlag London Ltd.
    Number of pages18
    ISBN (Print)9789812872159
    Publication statusPublished - 2015

    Publication series

    NameEarly mathematics learning and development


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