An Early Mathematical Patterning Assessment: Identifying Young Australian Indigenous Children's Patterning Skills

Autor/in	Papic, Marina
Titel	An Early Mathematical Patterning Assessment: Identifying Young Australian Indigenous Children's Patterning Skills
Quelle	In: Mathematics Education Research Journal, 27 (2015) 4, S.519-534 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-015-0149-8
Schlagwörter	Indigenous Populations; Mathematics Instruction; Mathematics Skills; Abstract Reasoning; Foreign Countries; Preschool Teachers; Preschool Education; Interviews; Preschool Children; Socioeconomic Status; Mathematical Logic; Freehand Drawing; Skill Development; Numeracy; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Abstraktes Denken; Denken; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Socio-economic status; Sozioökonomischer Status; Mathematical logics; Mathematische Logik; Drawing; Zeichnen; Kompetenzentwicklung; Qualifikationsentwicklung; Rechenkompetenz; Australien
Abstract	This paper presents an Early Mathematical Patterning Assessment (EMPA) tool that provides early childhood educators with a valuable opportunity to identify young children's mathematical thinking and patterning skills through a series of hands-on and drawing tasks. EMPA was administered through one-to-one assessment interviews to children aged 4 to 5 years in the year prior to formal school. Two hundred and seventeen assessments indicated that the young low socioeconomic and predominantly Australian Indigenous children in the study group had varied patterning and counting skills. Three percent of the study group was able to consistently copy and draw an ABABAB pattern made with coloured blocks. Fifty percent could count to six by ones and count out six items with 4% of the total group able to identify six items presented in regular formations without counting. The integration of patterning into early mathematics learning is critical to the abstraction of mathematical ideas and relationships and to the development of mathematical reasoning in young children. By using the insights into the children's thinking that the EMPA tool provides, early childhood educators can better inform mathematics teaching and learning and so help close the persistent gap in numeracy between Indigenous and non-Indigenous children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01