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ERIC Number: ED520975
Record Type: Non-Journal
Publication Date: 2010-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: N/A
Indigenous Children's Ability to Pattern as They Enter Kindergarten/Pre-Prep Settings: An Exploratory Study
Warren, Elizabeth; Miller, Jodie
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Jul 3-7, 2010)
The gap between young Indigenous and non-Indigenous children's capability within mathematics is widely acknowledged. This gap is conjectured to exist at all levels of schooling, including pre-school, and widens as children mature. Most of these findings are based on research relating to children's understanding of number and space. Little is known about what knowledge Indigenous students bring to early years settings with regard to patterning, an area that is widely acknowledged as fundamental to the development of concepts, process and knowledge of mathematics. One on one interviews were conducted with 35 Indigenous children (average age 4 years and 4 months) as they entered kindergarten. The results indicate that these children do enter these settings with some intuitive understanding of repeating pattern, and that this knowledge is at odds with the hypothesised learning trajectory (Samara & Clements, 2009) for repeating patterns. (Contains 5 tables and 1 figure.) [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia
Identifiers - Location: Australia