Australian Early Childhood Educators Reflecting on Their Children’s Mathematics Learning

• In Event: Mathematics + Early Childhood = ?

Abstract

Purposes: In the context of curriculum reform in Australian preschools and schools, the Early Years Numeracy Project (EYNP) was established in South Australia to promote mathematical pedagogies through inquiry-based approaches, drawing on reflexive practice and on interrogation of children’s learning. This presentation reports on the use of a specific tool – the Reflective Continua –in the development of this reflexive practice.

Perspectives: Educators’ mathematical knowledge and dispositions are key to effective mathematics learning in early years settings (Sarama & Clements, 2009). However, it is often clear that “low levels of content knowledge and the resulting lack of confidence about mathematics limit teachers’ ability to maximise opportunities for engaging children in the mathematical learning embedded within existing activities” (Anthony & Walshaw, 2007, p. 47).

The Reflective Continua are project-developed frameworks that guide educator reflections around each of eight powerful mathematical ideas. Each Reflective Continuum highlights a progression of children’s development and engagement across four levels of development. The levels do not link to specific year or age levels; rather, they reflect engagement with each mathematical idea. Children could be positioned at different levels across the ideas and young children could be positioned at ‘higher’ levels than older children. Work samples are provided to illustrate how each level might present in preschools or the first years of school.

Methods and data sources: The participants in EYNP were 45 early childhood educators from preschools and schools in four clusters in South Australia. Educators documented their engagement in the project, including use of the Reflective Continua, through questionnaires measuring their dispositions towards and practice in early childhood mathematics, presentations and project reports. This presentation explores the impact of the Reflective Continua on educators’ practice.

Results: The development and implementation of the Reflective Continua provided many opportunities for professional discussion among the early childhood educators involved. There was substantial change in educators’ dispositions and practices. The following comment from an educator in the early years of school is typical.
For many years I have craved the opportunity to be challenged in my thinking and professional practice. I have been constantly trying to do this myself but it is difficult without a structure and time for reflection and professional dialogue. This project, and in particular the reflective continua have provided ... an awesome scaffold for that professional dialogue and also self-reflection.

Significance: The Reflective Continua provide early childhood educators with a reflexive scaffold as they and their children inquire about mathematics. It has been incorporated into guidance provided for the implementation of the new preschool curriculum framework in Australia, thereby, affecting the pedagogical practices of many Australian early childhood educators. Knowledgeable and confident educators make a positive difference to young children’s mathematics learning and the EYNP, particularly through the Reflective Continua, has provided its participants with such knowledge and confidence.

Authors

• Bob Perry, Charles Sturt University

• Sue Dockett, Charles Sturt University