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

Wendy Goff, Susan Dockett

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

Abstract

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
Subtitle of host publicationInternational perspectives
EditorsBob Perry, Ann Gervasoni, Amy Macdonald
Place of PublicationDordtrecht, The Netherlands
PublisherSpringer-Verlag London Ltd.
Chapter11
Pages171-184
Number of pages14
Edition1st
ISBN (Electronic)9789812872159
ISBN (Print)9789812872142
Publication statusPublished - 2015

Publication series

NameEarly mathematics learning and development

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  • Cite this

    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..