Abstract
There is clear evidence that early mathematical development sets the foundation for success in later mathematics learning; however, there is little research which considers mathematics education for children under three years of age. This paper provides a snapshot of findings from a national survey of early childhood educators conducted as part of an Australian Research Council Discovery Early Career Researcher Award (DECRA) project titled, ‘What is mathematics education for babies and toddlers?’ The larger project is investigating mathematics education for children under three and interrogating the mathematics education beliefs and practices of the educators who work with these children. This paper presents some
preliminary findings from a survey of 506 Australian early years educators to establish a baseline position regarding mathematics education for children under three years of age. Initial analyses offer some promising findings about the state of early childhood mathematics education in Australia. Educators display positive beliefs and self-understandings about mathematics, and utilise a range of everyday activities and resources for mathematics education; all of which are important starting points for high-quality, meaningful mathematics education with our youngest children.
preliminary findings from a survey of 506 Australian early years educators to establish a baseline position regarding mathematics education for children under three years of age. Initial analyses offer some promising findings about the state of early childhood mathematics education in Australia. Educators display positive beliefs and self-understandings about mathematics, and utilise a range of everyday activities and resources for mathematics education; all of which are important starting points for high-quality, meaningful mathematics education with our youngest children.
| Original language | English |
|---|---|
| Title of host publication | Mathematics education research: Impacting practice |
| Subtitle of host publication | Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia |
| Editors | Gregory Hine, Susan Blackley, Audrey Cooke |
| Place of Publication | Perth |
| Publisher | Mathematics Education Research Group of Australasia, MERGA. |
| Pages | 468-475 |
| ISBN (Print) | 9781920846312 |
| Publication status | Published - 2019 |
| Event | 42nd Mathematics Education Research Group of Australasia (MERGA) Conference 2019: Mathematics Education Research: Impacting Practice - Curtin University, Perth, Australia Duration: 30 Jun 2019 → 04 Jul 2019 http://www.promaco.com.au/events/MERGA/ http://www.promaco.com.au/events/MERGA/MERGA-Program.pdf (Program) https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2019-MERGA-conference-proceedings.aspx (Proceedings) |
Conference
| Conference | 42nd Mathematics Education Research Group of Australasia (MERGA) Conference 2019 |
|---|---|
| Abbreviated title | Mathematics education research: Impacting practice |
| Country/Territory | Australia |
| City | Perth |
| Period | 30/06/19 → 04/07/19 |
| Other | Welcome to Perth for MERGA 42 for what should be a memorable conference. We are delighted to be hosting this conference as it is 25 years since it was last held in Perth and nine years since it was last hosted in Western Australia. The Mathematics Education Research Group of Australasia provides an inclusive and cosmopolitan Conference. We look forward to seeing mathematics educators - and academics involved in mathematics education - from many countries. The organising committee, consisting of academics from Curtin University and the University of Notre Dame Australia, is confident that the conference program will be well received, as will the accompanying social program. The conference has a theme of “Research Impacting Practice”. This focus was chosen to advance the mathematical experience of the students to whom we ultimately contribute. We are fortunate to have been able to attract some highly regarded international speakers in Professors Jere Confrey, Paul Cobb, Doug Clements, and Julie Sarama. In addition, Professor Di Siemon will deliver the Clements Foyster Address and Professor Doug Clarke the Teachers’ Day Keynote speech. That is indeed an impressive line-up of speakers who will certainly provide plenty of stimulation. |
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