The impact of a patterns and early algebra program on children in transition to school in Australian indigenous communities

Marina M. Papic, Joanne T. Mulligan, Kate Highfield, Judith McKay-Tempest, Deborah Garrett

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

    Abstract

    This chapter describes a 3-year early numeracy project conducted with 15 Australian Aboriginal Community Children’s Services across the state of New South Wales and the Australian Capital Territory. The project involved 66 early childhood educators and 255 children aged 4–5 years in the year prior to formal school. The children were engaged in a preschool Patterns and Early Algebra program previously developed and trialed with young children. Following an interview-based assessment, the Early Mathematical Patterning Assessment (EMPA), educators implemented a 12 week intensive program based on early patterning frameworks that developed young children’s early algebraic and mathematical reasoning, communication and problem-solving skills. Data from children’s progression on the frameworks and interview data from primary school teachers in the year following implementation, provided evidence of the impact of the program not only on children’s mathematics learning but on their transition to school.
    Original languageEnglish
    Title of host publicationMathematics and transition to school
    Subtitle of host publicationinternational perspectives
    EditorsBob Perry, Amy MacDonald, Ann Gervasoni
    Place of PublicationSingapore
    PublisherSpringer, Springer Nature
    Pages217-236
    Number of pages20
    ISBN (Print)9789812872142
    DOIs
    Publication statusPublished - 2015

    Publication series

    NameEarly Mathematics Learning and Development
    PublisherSpringer
    ISSN (Print)2213-9273

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