Mathematics and Transition to School

Bob Perry is Professor of Mathematics Education in the School of Education and the Research Institute for Professional Practice, Learning and Education at Charles Sturt University, Albury, Australia. Bob’s research interests include powerful mathematics ideas in preschool and the first years of school; ethical tensions in researching with children; curriculum continuity as children start school; and starting school within families with complex support needs. Bob has published extensively in journals and books with his latest edited publication entitled Transitions to School: International Research, Policy and Practice released by Springer in 2013. Amy MacDonald is a Lecturer in Early Childhood Studies in the School of Education and the Research Institute for Professional Practice, Learning and Education at Charles Sturt University, Albury, Australia. Amy’s research explores the mathematics experiences and education of infants, toddlers, preschoolers, and children in the early years of primary school; transitions in children’s mathematics education; and the contexts in which children develop mathematical understandings. Amy has received a number of awards for her work in these areas, including the Mathematics Education Research Group of Australasia Early Career Award in 2011. Ann Gervasoni is Senior Lecturer in Mathematics Education at Australian Catholic University, Ballarat, Australia. Ann has worked in teacher education, teacher professional learning and primary education for 32 years. Ann was a member of the research team for the Early Numeracy Research Project (1999-2001) in Victoria, Australia and research director of the Bridging the Numeracy Gap in Low SES and Aboriginal Communities project in Western Australia and Victoria (2009-2011). Ann’s research focuses on mathematics education in early childhood and primary education, mathematics learning difficulties, and community approaches for supporting thelearning of those most vulnerable in our community.

1 Mathematics and Transition to School: Theoretical  Frameworks and Practical Implications.- Part I The Mathematics Young Children Bring to the First Year of School.- 2 Swimming Upstream in a Torrent of Assessment.- 3 Assessing Young Children’s Mathematical Understanding: Opportunities and Expectations at the Transition to School.- 4 Children’s Mathematical Knowledge Prior to Starting School and Implications for Transition.- 5 Transition to School: Prior to School Mathematical Skills and Knowledge of Low-Achieving Children at the End of Grade 1.- 6 Let’s Count: Early Childhood Educators and Families Working in Partnership to Support Young Children’s Transitions in Mathematics Education.- 7 The Role of the Home Environment in Children’s Early Numeracy Development: A Canadian Perspective.- 8 Mathematics Teachers Responding to Children’s Resources to Create Learning for All.- Part II Continuity of Mathematics Curriculum and/or Pedagogy as Children Begin School.- 9 The Relationship Between Policy and Practice in the Early Mathematics Curriculum for Reception-Class Children in England.- 10 Scaling Up Early Mathematics Interventions: Transitioning with Trajectories and Technologies.- 11 Partnerships that Support Children’s Mathematics During the Transition to School: Perceptions, Barriers and Opportunities.- 12 The Culture of the Mathematics Classroom During the First School Years in Finland and Sweden.- 13 A New Zealand Perspective: Mathematical Progressions from Early Childhood to School through a Child Centred Curriculum?.- 14 The Impact of a Patterns and Early Algebra Program on Children’s Learning in Transition to School in Australian Indigenous Communities.- 15 Preschool Mathematics Learning and School Transition in Hong Kong.- Part III    Informal and Formal Mathematics and the Transition to School.- 16 Early Mathematics in Play Situations: Continuity of Learning.- 17 Mathematical Conversations that Challenge Children’s Thinking.- 18Transition to School: Supporting Children’s Engagement in Mathematical Thinking Processes.- 19 Listening to Children’s Mathematics in School.