Marina Papic, Joanne Mulligan, Kate Highfield

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    1 Citation (Scopus)


    In this chapter, the authors explore what numeracy looks like for young learners in the twenty-first century. They provide examples of how early years learners develop mathematical concepts and processes in a range of contexts, how educators can encourage and support this activity, and approaches to assessment and documenting learning. The Australian Curriculum-Mathematics defines numeracy as ‘the capacity, confidence and disposition to use mathematics to meet the demands of learning, school, home, work, community and civic life’. Reconceptualising essential components of early numeracy takes account of new research that places mathematical content-traditionally preserved for the formal curriculum-in the prior-to-school years. ‘Educators require a rich mathematical vocabulary to accurately describe and explain children’s mathematical ideas and to support numeracy development.' The authors highlight young children’s capacity for mathematical thinking. They review current perspectives on numeracy within the context of a rapidly changing technological society.

    Original languageEnglish
    Title of host publicationTeaching early years
    Subtitle of host publicationcurriculum, pedagogy and assessment
    EditorsDonna Pendergast, Susanne Garvis
    Place of PublicationCrows Nest, N.S.W
    PublisherAllen & Unwin
    Number of pages21
    ISBN (Electronic)9781000251500
    ISBN (Print)9781742379951, 9781003117704
    Publication statusPublished - 2013

    Bibliographical note

    Published 2013. eBook Published17 July 2020 by Routledge (9781003117704)


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