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Number Topics in Early Childhood Mathematics Curricula: Historical Background, Dilemmas, and Possible Solutions

Number Topics in Early Childhood Mathematics Curricula: Historical Background, Dilemmas, and... During the last 30 years, British and United States factors have strongly influenced number topics in early childhood mathematics curricula: e.g. (a) Cuisenaire, which de-emphasised children's counting; (b) Piaget's theories, still a dominant influence on prenumber and early number; (c) the back-to-basics movement in the United States which continues to influence introductory topics on arithmetical operations; and (d) the re-emphasis on counting. As a result, dominant text series and, to some extent, new curricula are out of touch with current research, and there is an urgent need to review current practice. A recently developed model of young children's numerical development is advanced as a possible basis for such a review. Other relevant research is summarised, including two studies which concluded that, typically, children in the first year of school are under-challenged. The article concludes with recommendations for future Australian research and development in early childhood mathematics. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Number Topics in Early Childhood Mathematics Curricula: Historical Background, Dilemmas, and Possible Solutions

Wright, Bob
Australian Journal of Education , Volume 36 (2): 18 – Aug 1, 1992
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References (22)

Publisher
SAGE
Copyright
© 1992 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494419203600202
Publisher site
See Article on Publisher Site

Abstract

During the last 30 years, British and United States factors have strongly influenced number topics in early childhood mathematics curricula: e.g. (a) Cuisenaire, which de-emphasised children's counting; (b) Piaget's theories, still a dominant influence on prenumber and early number; (c) the back-to-basics movement in the United States which continues to influence introductory topics on arithmetical operations; and (d) the re-emphasis on counting. As a result, dominant text series and, to some extent, new curricula are out of touch with current research, and there is an urgent need to review current practice. A recently developed model of young children's numerical development is advanced as a possible basis for such a review. Other relevant research is summarised, including two studies which concluded that, typically, children in the first year of school are under-challenged. The article concludes with recommendations for future Australian research and development in early childhood mathematics.

Journal

Australian Journal of Education – SAGE

Published: Aug 1, 1992

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