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ERIC Number: EJ1093257
Record Type: Journal
Publication Date: 2015
Pages: 5
Abstractor: ERIC
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1326-0286
They Still Can't Count: Assessing and Supporting Children's Counting Difficulties in the Early Years of Schooling
van Klinken, Eduarda; Juleff, Emma
Australian Primary Mathematics Classroom, v20 n4 p9-13 2015
In this article, the authors describe their efforts to teach counting skills to their class of 5- to 7-year-olds at the Glenleighden School, located in a a suburb of Brisbane. As Glenleighden early childhood teachers, they work in collaboration with a multi-disciplinary team that supports children with speech and language difficulties. Mathematically, their students typically have difficulty reciting counting patterns, understanding symbols such as numerals, and are challenged when invited to verbalise their thinking. As a result of their research investigations on children's counting, they developed a diagnostic observational assessment form to use in their classroom, the Glenleighden Counting Analysis. Just as English teachers regularly complete a "running record" to record and analyse a child's reading behaviours, the Glenleighden Counting Analysis can be used to record and carefully analyse children's counting activities. Following the analysis they were able to create activities that targeted each child's specific weakness rather than wasting scarce instruction time on aspects of counting in which they already demonstrated competence.
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia