The mathematical knowledge and understanding young children bring to school

Journal article


Clarke, Barbara, Cheeseman, Jill and Clarke, Doug M.. (2006) The mathematical knowledge and understanding young children bring to school. Mathematics Education Research Journal. 18(1), pp. 78 - 102. https://doi.org/10.1007/BF03217430
AuthorsClarke, Barbara, Cheeseman, Jill and Clarke, Doug M.
Abstract

As part of the Victorian Early Numeracy Research Project, over 1400 Victorian children in the first (Preparatory) year of school were assessed in mathematics by their classroom teachers. Using a task-based, one-to-one interview, administered during the first and last month of the school year, a picture emerged of the mathematical knowledge and understanding that young children bring to school, and the changes in this knowledge and understanding during the first year of school. A major feature of this research was that high quality, robust information on young children’s mathematical understanding was collected for so many children. An important finding was that much of what has traditionally formed the mathematics curriculum for the first year of school was already understood clearly by many children on arrival at school. In this article, data on children’s understanding are shared, and some implications for classroom practice are discussed.

Year2006
JournalMathematics Education Research Journal
Journal citation18 (1), pp. 78 - 102
PublisherSpringer Netherlands
ISSN2211-050X
Digital Object Identifier (DOI)https://doi.org/10.1007/BF03217430
Scopus EID2-s2.0-78649621593
Page range78 - 102
Place of publicationNetherlands
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https://acuresearchbank.acu.edu.au/item/86v74/the-mathematical-knowledge-and-understanding-young-children-bring-to-school

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