Skip to main content
SpringerLink
Log in

Mathematics and Transition to School: Theoretical Frameworks and Practical Implications

  • Chapter
  • First Online:
Mathematics and Transition to School

Part of the book series: Early Mathematics Learning and Development ((EMLD))

Abstract

This edited book brings together for the first time an international collection of work built around two important components of any young child’s life—learning mathematics and starting (primary or elementary) school. The chapters take a variety of perspectives, and integrate these two components in sometimes explicit and sometimes more subtle ways. This chapter provides a theoretical framework for transition to school and investigates possible places for mathematics in that transition. It stresses the importance of considering the strengths of all involved in the transition to school and how these strengths can be used to assist children learn increasingly sophisticated mathematics. The chapter concludes with an analysis of each of the book chapters in terms of their links into the theoretical framework for transition to school and young children’s mathematics learning.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Bowman, B., Donovan, M. S., & Burns, M. S. (Eds.). (2000). Eager to learn: Educating our preschoolers. Washington: National Academy Press.

    Google Scholar 

  • Brooker, L. (2008). Supporting transitions in the early years. UK: Open University.

    Google Scholar 

  • Centre for Community Child Health. (2008). Rethinking school readiness: CCCH Policy Brief 10. http://www.rch.org.au/emplibrary/ccch/PB10_SchoolReadiness.pdf. Accessed 9 Nov 2013.

  • Claessens, A., & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teacher’s College Record, 115(6), 1–29.

    Google Scholar 

  • Clarke, B., Clarke, D. M., & Cheeseman, J. (2006). The mathematical knowledge and understanding young children bring to school. Mathematics Education Research Journal, 18(1), 78–102.

    Article  Google Scholar 

  • Clements, D. (2013). Math in the early years: A strong predictor for later school success. ECS Research Brief, The Progress of Educational Reform, 4(5), 1–7. http://www.academia.edu/4787293/Math_in_the_Early_Years_ECS_Research_Brief_The_progress_of_educational_reform_. Accessed 12 Feb 2014.

    Google Scholar 

  • Clements, D. H., & Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summative research on the building blocks project. Journal for Research in Mathematics Education, 38, 136–163.

    Google Scholar 

  • Clements, D. H., & Sarama, J. (2014). Learning and teaching early math: The learning trajectories approach (2nd ed.). New York: Routledge.

    Google Scholar 

  • Dockett, S. (2014). Transition to school: Normative or relative?. In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transitions to school-International research, policy and practice (pp. 187–200). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Dockett, S., & Perry, B. (2007). Transitions to school: Perceptions, experiences and expectations. Sydney: University of New South Wales Press.

    Google Scholar 

  • Dockett, S., & Perry, B. (2009). Readiness for school: A relational construct. Australasian Journal of Early Childhood, 34(1), 20–27.

    Google Scholar 

  • Dockett, S., & Perry, B. (2013). Trends and tensions: Australian and international research about starting school. International Journal of Early Years Education, 21(2-3), 163–177. doi:10.1080/09669760.2013.832943.

    Article  Google Scholar 

  • Dockett, S., & Perry, B. (2014). Research to policy: Transition to school position statement. In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transitions to school-International research, policy and practice (pp. 277–294). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Dockett, S., Perry, B., & Kearney, E. (2010). School readiness: What does it mean for Indigenous children, families, schools and communities? Canberra: Closing the Gap Clearinghouse. http://www.aihw.gov.au/closingthegap/documents/issues_papers/ctg-ip02.pdf. Accessed 11 Nov 2013.

  • Dockett, S., Petriwskyj, A., & Perry, B. (2014). Theorising transition: Shifts and tensions. In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transitions to school-International research, policy and practice (pp. 1–18). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Dunlop, A. W. (2014). Thinking about transitions: One framework or many? Populating the theoretical model over time. In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transitions to school-International research, policy and practice (pp. 31–59). Dordrecht: Springer.

    Google Scholar 

  • Ecclestone, K. (2010). Lost and found in transition. In J. Field, J. Gallacher, & R. Ingram (Eds.), Researching transitions in lifelong learning (pp. 1–27). Abingdon: Routledge.

    Google Scholar 

  • Educational Transitions and Change (ETC) Research Group. (2011). Transition to school: Position statement. Albury-Wodonga: Research Institute for Professional Practice, Learning and Education, Charles Sturt University. Available on-line: http://www.csu.edu.au/faculty/educat/edu/transitions/publications/Position-Statement.pdf

  • Fabian, H., & Dunlop A. W. (2002). Transitions in the early years: Debating continuity and progression for children in early education. London: RoutledgeFalmer.

    Google Scholar 

  • Fabian, H., & Dunlop, A. W. (2007). Outcomes of good practice in transition processes for children entering primary school. Working paper 42. Bernard van Leer Foundation: The Netherlands.

    Google Scholar 

  • Garpelin, A. (2014). Transition to school: A rite of passage in life. In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transitions to school-International research, policy and practice (pp. 117–128). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Gervasoni, A., & Perry, B. (2013). Children’s mathematical knowledge prior to starting school. In V. Steinle, L. Ball, & C. Bardini (Eds.), Mathematics education: Yesterday, today and tomorrow. Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia (vol. 1, pp. 338-345). Melbourne: MERGA.

    Google Scholar 

  • Giroux, H. (2005). Border crossings (2nd ed.). New York: Routledge.

    Google Scholar 

  • Gould, P. (2012). What number knowledge do children have when starting Kindergarten in NSW? Australasian Journal of Early Childhood, 37(3), 105–110.

    Google Scholar 

  • Graue, M. E. (2006). The answer is readiness-Now what is the question? Early Education and Development, 17(1), 43–56.

    Article  Google Scholar 

  • Graue. E., & Reineke, J. (2014). The relation of research on readiness to research/practice of transitions. In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transitions to school-International research, policy and practice (pp. 159–173). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Griebel, W., & Niesel, R. (2009). A developmental psychology perspective in Germany: Co-construction of transitions between family and education systems by the child, parents and pedagogues. Early Years, 29(1), 59–68.

    Article  Google Scholar 

  • Heckman, J., & Masterov, D. (2004). The productivity argument for investing in young children. Working paper 5. http://jenni.uchicago.edu/Invest/FILES/dugger_2004-12-02_dvm.pdf.

  • Howard, P., Cooke, S., Lowe, K., & Perry, B. (2011). Enhancing quality and equity in mathematics education for Australian Indigenous students. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.). Mapping equity and quality in mathematics education (pp. 365–378). Dordrecht: Springer SBM NL.

    Google Scholar 

  • Howard, P., & Perry, B. (2011). Aboriginal children as powerful mathematicians. In N. Harrison, Teaching and learning in Aboriginal education (2nd ed.) (pp. 130–145). Sydney: Oxford.

    Google Scholar 

  • Kagan, S. L. (2007). Readiness-Multiple meanings and perspectives. In M. Woodhead, & P. Moss (Eds.), Early childhood and primary education: Transitions in the lives of young children (pp. 14–16). The Hague: Bernard Van Leer.

    Google Scholar 

  • Linder, S. M., Ramey, M., & Zambak, J. (2013). Predictors of school readiness in literacy and mathematics: A selective review of the literature. Early Childhood Research and Practice, 15(1). http://ecrp.uiuc.edu/v15n1/linder.html. Accessed 12 Feb 2014.

  • MacDonald, A., & Lowrie, T. (2011). Developing measurement concepts within context: Children’s representations of length. Mathematics Education Research Journal, 23(1), 27–42.

    Article  Google Scholar 

  • Margetts, K. (2009).Early transition and adjustment and children’s adjustment after six years of schooling. Journal of European Early Childhood Education Research, 17(3), 309–324.

    Article  Google Scholar 

  • Margetts, K. (2014). Transition and adjustment to school. In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transitions to school-International research, policy and practice (pp. 75–87). Dordrecht: Springer.

    Chapter  Google Scholar 

  • National Scientific Council on the Developing Child. (2007). The timing and quality of early experiences combine to shape brain architecture: Working paper No. 5. www.developingchild.harvard.edu. Accessed 12 Feb 2014.

  • Organisation for Economic Cooperation and Development (OECD). (2001). Starting strong: Early childhood education and care. Paris: OECD.

    Google Scholar 

  • Organisation for Economic Cooperation and Development (OECD). (2006). Starting strong II: Early childhood education and care. Paris: OECD.

    Google Scholar 

  • Papic, M. (2013). Improving numeracy outcomes for young Australian Indigenous children through the Patterns and Early Algebra Preschool (PEAP) Professional Development (PD) Program. In L. D. English, & J. T. Mulligan (Eds.). Reconceptualizing early mathematics learning (pp. 253–281). NY: Springer.

    Chapter  Google Scholar 

  • Papic, M., Mulligan, J. T., & Mitchelmore, M. C. (2011). Assessing the development of preschoolers’ mathematical patterning. Journal for Research in Mathematics Education, 42(3), 237–268.

    Google Scholar 

  • Perry, B. (2014). Social justice dimensions of starting school. In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transitions to school-International research, policy and practice (pp. 175–186). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Perry, B., & Dockett, S. (2008). Young children’s access to powerful mathematical ideas. In L. D. English (Ed.). Handbook of international research in mathematics education (2nd ed) (pp. 75–108). New York: Routledge.

    Google Scholar 

  • Perry, B., Dockett, S., & Petriwskyj, A. (Eds.) (2014). Transitions to school: International research, policy and practice. The Netherlands: Springer.

    Google Scholar 

  • Peters, S. (2010). Literature review: Transition from early childhood education to school. Ministry of Education, New Zealand. http://www.educationcounts.govt.nz/publications/ECE/98894/Executive_Summary. Accessed 14 March 2013.

  • Peters, S. (2014). Chasms, bridges and borderlands: A transitions research ‘across the border’ from early childhood education to school in New Zealand. In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transitions to school-International research, policy and practice (pp. 105–116). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Petriwskyj, A. (2014). Critical theory and inclusive transitions to school. In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transitions to school-International research, policy and practice (pp. 201–215). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Petriwskyj, A., & Greishaber, S. (2011). Critical perspectives on transition to school: Reframing the debate. In D. Laverick & M. Jalongo (Eds.), Transitions to early care and education (pp. 75–86). New York: Springer.

    Chapter  Google Scholar 

  • Petriwskyj, A., Thorpe, K., & Tayler, C. (2005). Trends in the construction of transition to school in three western regions, 1990-2004. International Journal of Early Years Education, 13(1), 55–69. DOI:10.1080/09669760500048360.

    Article  Google Scholar 

  • Ritchie, S., Clifford, R., Malloy, W., Cobb, C., & Crawford, G. (2010). Ready or not? Schools’ readiness for young children. In S. L. Kagan, & K. Tarrant, (Eds.), Transitions for young children. Creating connections across early childhood system (pp. 161–183). Baltimore: Brookes.

    Google Scholar 

  • Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. New York: Holt, Rinehart & Winston.

    Google Scholar 

  • Sabol, T., & Pianta, R. (2012). Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school. Child Development, 83(1), 282–299.

    Article  Google Scholar 

  • Sarama, J., & Clements, D. H. (2013). Lessons learned in the implementation of the TRIAD scale-up model: Teaching early mathematics with trajectories and technologies. In T. G. Halle, A. J. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 173–191). Baltimore: Brookes.

    Google Scholar 

  • Shonkoff, J., & Phillips, D. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington: National Academy Press.

    Google Scholar 

  • United Nations. (1989). Convention on the rights of the child. New York: Author.

    Google Scholar 

  • van Gennep, A. (1960). The rites of passage. (trans: Minika, B.V. & G.L. Caffee). London: Routledge and Kegan Paul.

    Google Scholar 

  • Woodhead, M., & Moss, P. (2007). Early childhood and primary education. Transitions in the lives of young children. The Netherlands: Author. http://www.bernardvanleer.org/Early_Childhood_and_Primary_Education_Transitions_in_the_Lives_of_Young_Children. Accessed 12 Feb 2014

Download references

Acknowledgement

The authors of this chapter are very grateful for the assistance provided by Professor Sue Dockett, Charles Sturt University.

Author information

Authors and Affiliations

  1. Charles Sturt University, Albury-Wodonga, Australia

    Prof. Bob Perry & Dr. Amy MacDonald

  2. Monash University, Melbourne, Australia

    Dr. Ann Gervasoni

Authors
  1. Prof. Bob Perry
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Dr. Amy MacDonald
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Dr. Ann Gervasoni
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Bob Perry .

Editor information

Editors and Affiliations

  1. School of Education, Charles Sturt University, Albury, New South Wales, Australia

    Bob Perry

  2. School of Education, Charles Sturt University, Albury, New South Wales, Australia

    Amy MacDonald

  3. Faculty of Education, Monash University, Melbourne, Victoria, Australia

    Ann Gervasoni

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer Science+Business Media Singapore

About this chapter

Cite this chapter

Perry, B., MacDonald, A., Gervasoni, A. (2015). Mathematics and Transition to School: Theoretical Frameworks and Practical Implications. In: Perry, B., MacDonald, A., Gervasoni, A. (eds) Mathematics and Transition to School. Early Mathematics Learning and Development. Springer, Singapore. https://doi.org/10.1007/978-981-287-215-9_1

Download citation

Publish with us

Policies and ethics

Search

Navigation