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.
|Title of host publication||Mathematics and transition to school|
|Subtitle of host publication||International perspectives|
|Editors||Bob Perry, Ann Gervasoni, Amy Macdonald|
|Place of Publication||Dordtrecht, The Netherlands|
|Publisher||Springer-Verlag London Ltd.|
|Number of pages||14|
|Publication status||Published - 2015|
|Name||Early mathematics learning and development|
Goff, W., & Dockett, S. (2015). Partnerships that support children's mathematics during the transition to school: Perceptions, barriers, opportunities. In B. Perry, A. Gervasoni, & A. Macdonald (Eds.), Mathematics and transition to school: International perspectives (1st ed., pp. 171-184). (Early mathematics learning and development). Springer-Verlag London Ltd..