Abstract
Children begin to form mathematical concepts at an early age and many of these concepts are linked to measurement experiences. Often mathematics education in pre-school and at the beginning of school is focused on numbers. In order to acknowledge children’s mathematical concepts and to build on them, a mathematics intervention program that focused on measurement replaced the usual mathematics curriculum for 40 children entering their first year of school in Australia. This chapter presents the results of the children’s performance on a one-to-one task-based interview that tested their number knowledge at the beginning and end of the school year. In addition, two case studies and some classroom stories from the intervention are described. Findings indicate that a measurement-based curriculum can stimulate the development of children’s number knowledge and their number sense.
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Cheeseman, J., Benz, C., Pullen, Y. (2018). Number Sense: The Impact of a Measurement-Focused Program on Young Children’s Number Learning. In: Elia, I., Mulligan, J., Anderson, A., Baccaglini-Frank, A., Benz, C. (eds) Contemporary Research and Perspectives on Early Childhood Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-73432-3_7
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