Supporting children's mathematics transition to primary school in play
Overview
A comprehensive literature review has identified three critical gaps highlighting the pressing need for mathematics learning support in early childhood (EC):
- A perceived lack of confidence and competence among EC teachers in teaching mathematics within imaginative play-based settings.
- Insufficient provision of rich mathematical language environments conducive to children building mathematical knowledge as they transition to school.
- Inadequate opportunities for children to use their imagination in exploring mathematics concepts in play. This pertains specifically to children with low socio-economic status who experience educational disadvantages in the Australian education system.
As a result, this project addresses the significant need for mathematics learning support in early childhood centres, where play-based learning is mandated, to support the school transition period. It is noted that early numeracy skills are predictive of later school success. Imagination in play is important for children’s learning and development. Supporting mathematical discovery in imagination builds the foundations of later mathematics learning. By assisting EC teachers in teaching mathematics through imagination and play provides children from low socio-economic areas with a solid foundation for a smooth mathematics transition to primary school. This effort focuses on enhancing the competence and confidence of young children in mathematical problem-solving skills.
