Developing mathematical thinking in the early years

It is widely reported that early educational experiences are the foundation for later achievement (Knaus, 2017; Lee & Ginsbury, 2009).  Despite this understanding, there are several misconceptions that are perpetuated and exist in relation to how mathematical thinking is communicated, therefore the teaching and learning of mathematics for young children (Lee & Ginsbury, 2009).  The teaching and learning of mathematics in the early years is further compounded in small schools where multi-age classrooms are prevalent. 

This research seeks to centre the voices of junior primary school students and their teachers in small regional schools to redress such mathematical policy and research gaps. The focus of this study is on optimising early mathematical learning experiences and establishing positive attitudes towards mathematics for young South Australians attending small regional schools.

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