Making early mathematical explorations count (Early Childhood)


Young children are naturally curious and want to explore their world in order to make meaning about the experiences, objects and ideas that they encounter. Mathematics and the concepts inherent to it, can provide them with the language and skills to support explorations, document their discoveries, and to communicate and share their findings to an audience. Knowing, and using these skills enables numeracy, and literacy, which then act as the foundation for problem posing, problem solving contexts, and all future investigations, that contribute to satisfying a curious mind. What ‘counts’ as mathematical knowledge is outlined in the Australian National Curriculum, and in the preschool years the Early Years Learning Framework sets the scene for how young children might embark on such investigations as confident, competent learners.

In this presentation Nicola will highlight some of the ways that early childhood teachers (birth to 8 years of age) can create contexts for learning the mathematical skills and knowledge that we hope will be useful in their lives. She will illustrate the main ideas with examples from research projects in which empirical data from Australian early childhood centres and classrooms and contend that early explorations in authentic contexts are fundamental to understanding mathematical ideas and using them to become fluent and numerate.

Nicola Yelland

Session Code Session Date Session Start Session Finish Session Location Places Remaining
A-6 06/12/2018 09:00 am 10:00 am La Trobe University


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