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Supporting teachers in the development of young children’s mathematical thinking: Three large scale cases

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Abstract

Recognition of the importance of the early childhood years in the development of numeracy is a significant characteristic of the New Zealand Numeracy Development Project, the Victorian Early Numeracy Research Project and the Count Me In Too program in New South Wales, Australia. This article outlines the background, key components and major impacts of these three innovative and successful professional development and research initiatives. Juxtaposing the three projects highlights important commonalities—research-based frameworks, diagnostic interviews, and whole-school approaches to professional development. Each program has been significant in rethinking what mathematics and how mathematics is taught to young children.

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Authors and Affiliations

  1. Faculty of Education and Social Work, University of Sydney, 2100, Sydney, NSW

    Janette Bobis

  2. Faculty of Education, Monash University — Peninsula Campus, PO Box 527, 3199, Frankston, VIC

    Barbara Clarke

  3. Faculty of Education, Australian Catholic University, 115 Victoria, 3065, Parade, Fitzroy, VIC

    Doug Clarke

  4. Maths Technology Ltd, Consultancy House, 7 Bond Street, 9001, Dunedin, NZ

    Gill Thomas

  5. Southern Cross University, PO Box 157, 2480, Lismore, NSW

    Bob Wright

  6. Department of Human Development and Counselling, Nga Pumanawa, The University of Waikato, Private Bag 3105, Hamilton, NZ

    Jenny Young-Loveridge

  7. Curriculum K-12 Directorate, NSW Department of Education and Training, Private Bag 3, 2112, Ryde, NSW

    Peter Gould

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  1. Janette Bobis
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  2. Barbara Clarke
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  3. Doug Clarke
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  4. Gill Thomas
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  5. Bob Wright
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  6. Jenny Young-Loveridge
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  7. Peter Gould
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Additional information

Please note that slightly different terminology is used in the NSW, Victoria, and New Zealand sections of this article e.g., Year 2 (NSW and NZ), Grade 2 (Vic); count-on (NSW), count on (Vic).

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Bobis, J., Clarke, B., Clarke, D. et al. Supporting teachers in the development of young children’s mathematical thinking: Three large scale cases. Math Ed Res J 16, 27–57 (2005). https://doi.org/10.1007/BF03217400

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