Abstract
This chapter focuses on different kinds of transitioning that young children do. These are transitioning from home to preschool, from home to school and from preschool to school. With each of these transitions, children may come into contact with different perspectives on mathematics. Six mathematical activities and six mathematical values are described as a way of conceptualising the possible differences young children might experience as they transition across different contexts. A call for more research in this area is made at the end of this chapter.
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Appendix: Two Items from the VAMP Teacher Questionnaire
Appendix: Two Items from the VAMP Teacher Questionnaire
3. “For me, Mathematics is valued in the school curriculum because…” | |
……………………………………Ranking | |
It develops creativity, basing alternative and new ideas on established ones | |
It develops rational thinking and logical argument | |
It develops articulation, explanation and criticism of ideas | |
It provides an understanding of the world around us | |
It is a secure subject, dealing with routine procedures and established rules | |
It emphasises the wonder, fascination and mystique of surprising ideas | |
4. “For me, Mathematics is valuable knowledge because…” | |
…………………………………… Ranking | |
It emphasises argument, reasoning and logical analysis | |
It deals with situations and ideas that come from the real world | |
It emphasises the control of situations through its applications | |
New knowledge is created from already established structures | |
Its ideas and methods are testable and verifiable | |
It is full of fascinating ideas which seem to exist independently of human actions | |
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Bishop, A.J. (2016). Can Values Awareness Help Teachers and Parents Transition Preschool Learners into Mathematics Learning?. In: Meaney, T., Helenius, O., Johansson, M., Lange, T., Wernberg, A. (eds) Mathematics Education in the Early Years. Springer, Cham. https://doi.org/10.1007/978-3-319-23935-4_3
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