Evidence for Learning: Early numeracy approaches

There are many ways to support early numeracy with Australasian research into the most effective approaches increasing but still limited. There has been a move away from simple views of mathematics that involve counting and basic shapes to a more competent view of children and broader range of skills. Mathematics learning starts long before children start school and involves more complex concepts than previously thought. This summary identifies three key approaches found in the Australasian literature.

Child centred, active play based approaches have been widely used in prior-to-school settings (Reid, 2016). Using an emergent curriculum, the learning of mathematics is founded on children’s interests as they emerge through play and routine opportunities. Building on Funds of Knowledge is seen as central to this approach. Australian studies by Niklas, Cohrssen and Tayler (2016) and the ​‘Let’s Count’ longitudinal study (Gervasoni, Perry, & Parish, 2015) found that most children accrue significant mathematics knowledge at home before starting school. Programs like Let’s Count encourage playful learning in the home and community to enhance engagement, leaning outcomes and positive dispositions to mathematics. However, other studies (Kinnear & Wittman, 2018) have found that play and spontaneous learning through everyday concepts are not enough and that intentional teaching of specific concepts is required.

Program quality and instructional support was a predictor of early numeracy abilities in the E4 Kids large scale study of over 2000 children (Niklas & Tayler, 2018). The E4 Kids study found that children are capable of deeper understanding especially with mathematically rich programs that include intentional teaching. Other Australian studies that have incorporated this approach include Chigeza (2018) who recorded conversations with Australian Kindergarten teachers and reviewed wider literature, to find that modelling the creative use of language could promote an active learning environment and assist to build and communicate numeracy ideas. Chigeza and Sorin (2016) used an action research project to explore methods of teaching mathematics through drawings and explanations in schools in Australia and Canada. They found examples of students demonstrating spatial orientation and the quantification of objects in some of the postcards produced in the project. Research from Colliver and Arguel (2018) found in their intervention study that educators who demonstrated problem solving during play had better learning outcomes.

Program approaches have influenced how mathematics is taught in both prior-to-school settings and in schools including the Count Me In Too Project (NSW Department of Education and Training (DET), 2002). Based on this program Gould (2012) conducted a study of 65,000 children with an average age of 5.3 years when starting school using the Schedule for Early Number Assessment test (NSW DET, 2002). It was found that oral counting was an essential skill to be well developed before progressing onto more complex number knowledge such as numeral recognition, understanding of quantity, addition and subtraction. Significant studies on pattern and algebra have been conducted by Mulligan and Mitchelmore (2009, 2012) in the Pattern and Structure Mathematical Awareness Program (PASMAP). In this intervention program children are encouraged to seek out and represent patterns and structures. A two-year longitudinal study of 5‑year-old children found they were able to solve a broader range of mathematical problems to promote generalisation in early mathematical thinking (Mulliigan et al, 2011).