Notice, explore, and talk about mathematics: Making a positive difference for preschool children, families, and educators in Australian communities That experience multiple disadvantages

Ann Gervasoni, Bob Perry

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

2 Citations (Scopus)

Abstract

Let's Count is a preschool mathematics intervention implemented by The Smith Family from 2012 to the present in "disadvantaged" communities across Australia. It is based on current mathematics and early childhood education research and aligns with the Australian Early Years Learning Framework. Let's Count has been shown to be effective in enhancing mathematics learning and dispositions of young children, early childhood educators, and families through a longitudinal evaluation undertaken from 2012 to 2015. In this chapter, the authors explore the development, implementation, and evaluation of Let's Count and highlight the importance of adults noticing, exploring, and talking about children's mathematics. The findings from the longitudinal evaluation of Let's Count suggest that when adults notice children's mathematics, then children's learning thrives, and the positive dispositions and confidence of parents and educators increase. Let's Count has made a positive difference for many children and adults across Australia.
Original languageEnglish
Title of host publicationThe development of early childhood mathematics education
EditorsJulie Sarama, Douglas H. Clements, Carrie Germeroth, Crystal Day-Hess
Place of PublicationUSA
PublisherAcademic Press
Chapter5
Pages 169-225
Number of pages52
Volume53
Edition1st
ISBN (Print)9780128134481
DOIs
Publication statusPublished - 01 Jan 2017

Publication series

NameAdvances in Child Development and Behavior
PublisherAcademic Press
ISSN (Print)0065-2407

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Cite this

Gervasoni, A., & Perry, B. (2017). Notice, explore, and talk about mathematics: Making a positive difference for preschool children, families, and educators in Australian communities That experience multiple disadvantages. In J. Sarama, D. H. Clements, C. Germeroth, & C. Day-Hess (Eds.), The development of early childhood mathematics education (1st ed., Vol. 53, pp. 169-225). (Advances in Child Development and Behavior). Academic Press. https://doi.org/10.1016/bs.acdb.2017.04.001