The impact on learning when families and educators act together to assist young children to notice, explore and discuss mathematics

Ann Gervasoni; Bob Perry

doi:10.1007/978-3-319-23935-4_7

The impact on learning when families and educators act together to assist young children to notice, explore and discuss mathematics

Ann Gervasoni, Bob Perry

Monash University

Research output: Book chapter/Published conference paper › Chapter (peer-reviewed) › peer-review

Abstract

Let’s Count is a new Australian early mathematics initiative that aims to promote positive mathematical experiences for young children (3–5 years) as part of families’ everyday activities. The 154 children who experienced Let’s Count in 2013 demonstrated noteworthy growth in their mathematical knowledge from the beginning of their preschool year to its end. On almost every measure, the Let’s Count cohort bettered the performance of the comparison groups, with some measures showing statistically significant differences. This suggests that educators and families working in partnership to assist young children to notice, explore and discuss the mathematics they encounter during everyday experiences had a positive effect on children’s construction of mathematics.

Original language	English
Title of host publication	Mathematics education in the early years
Subtitle of host publication	Results from the POEM2 Conference, 2014
Editors	Anna Wernberg, Tamsin Meaney, Ola Helenius, Maria L. Johansson, Troels Lange
Place of Publication	Cham, Switzerland
Publisher	Springer
Chapter	6
Pages	115-135
Number of pages	21
ISBN (Electronic)	9783319239354
ISBN (Print)	9783319239330
DOIs	https://doi.org/10.1007/978-3-319-23935-4_7
Publication status	Published - 2016

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10.1007/978-3-319-23935-4_7

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Gervasoni, A., & Perry, B. (2016). The impact on learning when families and educators act together to assist young children to notice, explore and discuss mathematics. In A. Wernberg, T. Meaney, O. Helenius, M. L. Johansson, & T. Lange (Eds.), Mathematics education in the early years: Results from the POEM2 Conference, 2014 (pp. 115-135). Springer. https://doi.org/10.1007/978-3-319-23935-4_7

Gervasoni, Ann ; Perry, Bob. / The impact on learning when families and educators act together to assist young children to notice, explore and discuss mathematics. Mathematics education in the early years: Results from the POEM2 Conference, 2014. editor / Anna Wernberg ; Tamsin Meaney ; Ola Helenius ; Maria L. Johansson ; Troels Lange . Cham, Switzerland : Springer, 2016. pp. 115-135

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title = "The impact on learning when families and educators act together to assist young children to notice, explore and discuss mathematics",

abstract = "Let{\textquoteright}s Count is a new Australian early mathematics initiative that aims to promote positive mathematical experiences for young children (3–5 years) as part of families{\textquoteright} everyday activities. The 154 children who experienced Let{\textquoteright}s Count in 2013 demonstrated noteworthy growth in their mathematical knowledge from the beginning of their preschool year to its end. On almost every measure, the Let{\textquoteright}s Count cohort bettered the performance of the comparison groups, with some measures showing statistically significant differences. This suggests that educators and families working in partnership to assist young children to notice, explore and discuss the mathematics they encounter during everyday experiences had a positive effect on children{\textquoteright}s construction of mathematics.",

author = "Ann Gervasoni and Bob Perry",

note = "Includes bibliographical references.",

year = "2016",

doi = "10.1007/978-3-319-23935-4_7",

language = "English",

isbn = "9783319239330",

pages = "115--135",

editor = "Anna Wernberg and Meaney, { Tamsin } and Helenius, { Ola } and Johansson, {Maria L. } and {Lange }, {Troels }",

booktitle = "Mathematics education in the early years",

publisher = "Springer",

address = "United States",

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Gervasoni, A & Perry, B 2016, The impact on learning when families and educators act together to assist young children to notice, explore and discuss mathematics. in A Wernberg, T Meaney, O Helenius, ML Johansson & T Lange (eds), Mathematics education in the early years: Results from the POEM2 Conference, 2014. Springer, Cham, Switzerland, pp. 115-135. https://doi.org/10.1007/978-3-319-23935-4_7

The impact on learning when families and educators act together to assist young children to notice, explore and discuss mathematics. / Gervasoni, Ann; Perry, Bob.
Mathematics education in the early years: Results from the POEM2 Conference, 2014. ed. / Anna Wernberg; Tamsin Meaney; Ola Helenius; Maria L. Johansson; Troels Lange . Cham, Switzerland: Springer, 2016. p. 115-135.

Research output: Book chapter/Published conference paper › Chapter (peer-reviewed) › peer-review

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T1 - The impact on learning when families and educators act together to assist young children to notice, explore and discuss mathematics

AU - Gervasoni, Ann

AU - Perry, Bob

N1 - Includes bibliographical references.

PY - 2016

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N2 - Let’s Count is a new Australian early mathematics initiative that aims to promote positive mathematical experiences for young children (3–5 years) as part of families’ everyday activities. The 154 children who experienced Let’s Count in 2013 demonstrated noteworthy growth in their mathematical knowledge from the beginning of their preschool year to its end. On almost every measure, the Let’s Count cohort bettered the performance of the comparison groups, with some measures showing statistically significant differences. This suggests that educators and families working in partnership to assist young children to notice, explore and discuss the mathematics they encounter during everyday experiences had a positive effect on children’s construction of mathematics.

AB - Let’s Count is a new Australian early mathematics initiative that aims to promote positive mathematical experiences for young children (3–5 years) as part of families’ everyday activities. The 154 children who experienced Let’s Count in 2013 demonstrated noteworthy growth in their mathematical knowledge from the beginning of their preschool year to its end. On almost every measure, the Let’s Count cohort bettered the performance of the comparison groups, with some measures showing statistically significant differences. This suggests that educators and families working in partnership to assist young children to notice, explore and discuss the mathematics they encounter during everyday experiences had a positive effect on children’s construction of mathematics.

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DO - 10.1007/978-3-319-23935-4_7

M3 - Chapter (peer-reviewed)

SN - 9783319239330

SP - 115

EP - 135

BT - Mathematics education in the early years

A2 - Wernberg, Anna

A2 - Meaney, Tamsin

A2 - Helenius, Ola

A2 - Johansson, Maria L.

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CY - Cham, Switzerland

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Gervasoni A, Perry B. The impact on learning when families and educators act together to assist young children to notice, explore and discuss mathematics. In Wernberg A, Meaney T, Helenius O, Johansson ML, Lange T, editors, Mathematics education in the early years: Results from the POEM2 Conference, 2014. Cham, Switzerland: Springer. 2016. p. 115-135 doi: 10.1007/978-3-319-23935-4_7

The impact on learning when families and educators act together to assist young children to notice, explore and discuss mathematics

Abstract

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