TY - CHAP
T1 - Partnerships that support children's mathematics during the transition to school
T2 - Perceptions, barriers, opportunities
AU - Goff, Wendy
AU - Dockett, Susan
N1 - Includes bibliographical references
PY - 2015
Y1 - 2015
N2 - 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.
AB - 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.
M3 - Chapter (peer-reviewed)
SN - 9789812872142
T3 - Early mathematics learning and development
SP - 171
EP - 184
BT - Mathematics and transition to school
A2 - Perry, Bob
A2 - Gervasoni, Ann
A2 - Macdonald , Amy
PB - Springer-Verlag London Ltd.
CY - Dordtrecht, The Netherlands
ER -