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Early Mathematics Learning and Development

Virginia Kinnear
Mun Yee Lai
Tracey Muir Editors

Forging
Connections in
Early Mathematics
Teaching and
Learning
Early Mathematics Learning and Development

Series editor
Lyn D. English
Queensland University of Technology, School of STM Education
Brisbane, QLD, Australia
More information about this series at http://www.springer.com/series/11651
Virginia Kinnear Mun Yee Lai
•

Tracey Muir
Editors

Forging Connections in Early

Mathematics Teaching
and Learning

123
Editors
Virginia Kinnear Tracey Muir
School of Education, College of Education, Faculty of Education, College of Arts, Law
Psychology and Social Work and Education
Flinders University University of Tasmania
Bedford Park, SA Launceston, TAS
Australia Australia

Mun Yee Lai

Faculty of Education and Arts,
School of Education
Australian Catholic University
Fitzroy, VIC
Australia

ISSN 2213-9273 ISSN 2213-9281 (electronic)

Early Mathematics Learning and Development
ISBN 978-981-10-7151-5 ISBN 978-981-10-7153-9 (eBook)
https://doi.org/10.1007/978-981-10-7153-9
Library of Congress Control Number: 2017957695

© Springer Nature Singapore Pte Ltd. 2018

This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part
of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations,
recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission
or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar
methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are exempt from
the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this
book are believed to be true and accurate at the date of publication. Neither the publisher nor the
authors or the editors give a warranty, express or implied, with respect to the material contained herein or
for any errors or omissions that may have been made. The publisher remains neutral with regard to
jurisdictional claims in published maps and institutional affiliations.

Printed on acid-free paper

This Springer imprint is published by Springer Nature

The registered company is Springer Nature Singapore Pte Ltd.
The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore
Contents

1 Forging Connections in Early Mathematics: Perspectives

and Provocations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Virginia Kinnear, Mun Yee Lai and Tracey Muir
2 Early Mathematics Education: A Plea for Mathematically
Founded Conceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Virginia Kinnear and Erich Ch. Wittmann
3 Powerful Frameworks for Conceptual Understanding . . . . . . . . . . 37
Camilla Björklund
4 Building Connections Between Children’s Representations
and Their Conceptual Development in Mathematics . . . . . . . . . . . . 55
Janette Bobis and Jennifer Way
5 Geometry Learning in the Early Years: Developing
Understanding of Shapes and Space with a Focus on
Visualization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Iliada Elia, Marja van den Heuvel-Panhuizen and Athanasios Gagatsis
6 A Possible Learning Trajectory for Young Children’s
Experiences of the Evolution of the Base-10 Positional
Numeral System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Mun Yee Lai and Chun Ip Fung
7 From Cradle to Classroom: Exploring Opportunities to Support
the Development of Shape and Space Concepts in Very Young
Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Aisling Leavy, Jennifer Pope and Deirdre Breatnach
8 Mathematizing Basic Addition . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Allen Leung and Simon Hung

v
vi Contents

9 Connecting the Mathematics Identity of Early Childhood

Educators to Classroom Experiences for Young Children . . . . . . . 155
Sandra M. Linder and Amber M. Simpson
10 Using Mathematics to Forge Connections Between Home and
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Tracey Muir
11 Young Children’s Reasoning Through Data Exploration . . . . . . . . 191
Gabrielle Oslington, Joanne T. Mulligan and Penny Van Bergen
12 Making Connections to Realize Learning Potential in Early
Childhood Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Aubrey H. Wang and James P. Byrnes
13 Funds of Knowledge: Children’s Cultural Ways of Knowing
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Maulfry Worthington
14 Making Connections Using Multiplication and Division
Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Jennifer Young-Loveridge and Brenda Bicknell
15 Slow Maths: A Metaphor of Connectedness for Early Childhood
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Steve Thornton
Contents vii

Chapter Title and author Keywords

number
1 Forging Connections in Early Connections; Mathematical learning;
Mathematics: Perspectives and Purposeful; Mathematics ideas;
Provocations Children’s lives; Mathematics culture
Virginia Kinnear, Mun Yee Lai and
Tracey Muir
2 Early Mathematics Education: A Plea Mathematical structure; Conceptual
for Mathematically Founded understanding; Design; Mathematics
Conceptions activities; Play; Pure and applied
Virginia Kinnear and Erich Ch. mathematics; Early childhood
Wittmann
3 Powerful Frameworks for Conceptual Conceptual understanding; Half;
Understanding Attention; Preschool; Structure;
Camilla Björklund Learning intention; Variation theory of
learning; Preschool
4 Building Connections Between Representations; Gesture; Drawing;
Children’s Representations and Their Conceptual understanding; Early years
Conceptual Development in of school
Mathematics
Janette Bobis and Jennifer Way
5 Geometry Learning in the Early Geometry; Visualization; Shape
Years: Developing Understanding of transformation; Imaginary perspective
Shapes and Space with a Focus on taking; Spatial concepts; Gesture; Early
Visualization years
Iliada Elia, Marja van den
Heuvel-Panhuizen and Athanasios
Gagatsis
6 A Possible Learning Trajectory for Base-10 positional numeral system;
Young Children’s Experiences of the Concept of place value; Teaching for
Evolution of the Base-10 Positional mathematizing; Early years of school
Numeral System
Mun Yee Lai and Chun Ip Fung
7 From Cradle to Classroom: Geometry; Spatial awareness; Shape;
Exploring Opportunities to Support Learning trajectories; Play; Gesture;
the Development of Shape and Space Home; Community; Language; Birth to
Concepts in Very Young Children 8 years
Aisling Leavy, Jennifer Pope and
Deirdre Breatnach
8 Mathematizing Basic Addition Mathematizing; Addition; Counting;
Allen Leung and Simon Hung Subitizing; Guided reinvention; Early
years of school
9 Connecting the Mathematics Identity Identity; Professional development;
of Early Childhood Educators to Mathematics; Phenomenology;
Classroom Experiences for Young Prior-to-school
Children
Sandra M. Linder and Amber M.
Simpson
viii Contents

Chapter Title and author Keywords

number
10 Using Mathematics to Forge Mathematics; Home school partnership;
Connections Between Home and Numeracy; Parents; Early years of
School school
Tracey Muir
11 Young Children’s Reasoning Gifted education; Statistical reasoning;
Through Data Exploration Model building; Data modelling;
Gabrielle Oslington, Joanne T. Mulligan Representations; Classification; Early
and Penny Van Bergen years of school
12 Making Connections to Realize Opportunity-Propensity framework;
Learning Potential in Early Opportunity factors; Propensity factors;
Childhood Mathematics Structural equation modeling;
Aubrey H. Wang and James P. Byrnes Mathematics learning; Early childhood
13 Funds of Knowledge: Children’s Cultural knowledge; Children’s
Cultural Ways of Knowing interests; Pretend-play; Preschool;
Mathematics Informal mathematics
Maulfry Worthington
14 Making Connections Using Counting; Multiplication and division;
Multiplication and Division Contexts Representations; Materials; Place value;
Jennifer Young-Loveridge and Brenda Early years of school
Bicknell
15 Slow Maths: A Metaphor of Connections; Slow; Disciplinary norms;
Connectedness for Early Childhood History; Culture; Real world; Metaphor
Mathematics
Steve Thornton
 Contents

Prior-to-school Preschool Early years of school Early Play Everyday Prior Funds of Home
Childhood experiences knowledge Knowledge
and knowledge and
mathematics
2, 10 3, 13 4, 6, 8, 10, 11, 14 2, 4, 5, 7, 12 2, 3, 4, 7, 9, 13 2, 3, 7, 8, 11, 13, 2, 4, 8, 10, 10, 13 7, 9, 10, 12, 13
14 11, 12, 14
Mathematical Mathematical Mathematical concepts Mathematical Mathematical Environmental Curriculum Pedagogy Learning
or statistical language processes Structure and task design trajectories
Reasoning
3, 5, 7, 11, 12, 5, 6, 7, 8, 12, 2, 3, 4, 5, 6, 7, 14 4, 5, 6, 8, 9, 11, 2, 3, 4, 6, 11, 2, 3, 6, 7, 8, 11 2, 7, 10, 12, 2, 3, 4, 7, 8, 13, 6, 7, 13
11, 14 13 14 14 13, 14
Number Counting Geometry Visualization Gesture Drawing Objects and Children’s Mathematizing
Materials Graphic
Representations
3, 4, 6, 7, 8, 10, 6, 8, 14 5, 7 5, 7, 8 4, 5, 7, 8 4, 5, 11, 13 2, 3, 4, 5, 7, 4, 5, 8, 11, 13, 4, 6, 8, 12
14 8, 14 14
ix
About the Editors

Dr. Virginia Kinnear is a Lecturer in early childhood education at Flinders

University in South Australia. She worked as a solicitor for 10 years before coming
to early childhood education through studying and teaching Montessori education
(3–6 years) in the USA. She then qualified and taught in early childhood teaching
qualification in Australia and has 18-years experience in early childhood and ter-
tiary teaching. Virginia’s Ph.D. focused on statistical reasoning in early childhood
however her research and teaching interests are in all aspects of mathematics
learning. She is particularly interested in young children’s statistical learning and
thinking, the development of critical and ethical thinking, and the intellectual
attributes and processes that support mathematical engagement.
Dr. Mun Yee Lai is a Senior Lecturer in Mathematics at the Australian Catholic
University. She has extensive experience and lectures in both primary and sec-
ondary mathematics education. She conducts research into pre-service teachers’
mathematical knowledge for teaching, teaching for mathematising, using Variation
Theory in Learning Study and Chinese primary children’s misconception in deci-
mal numbers. Recently, she has begun to explore the application of Planned
Behaviour Theory for understanding school learners’ mathematics learning inten-
tion.
Dr. Tracey Muir is a Senior Lecturer in Mathematics Education at the University
of Tasmania. Her research interests include effective teaching for numeracy,
problem solving in mathematics, the use of ICT in mathematics and parental
involvement in mathematics education. She has published over 40 journal articles
and conference papers and was a previous co-editor of Australian Primary
Mathematics Classroom. She is a past Vice President (Development) of
Mathematics Education Research Group of Australasia (MERGA). She has pre-
sented seminars and workshops at state, national and international conferences and
is particularly passionate about working with teachers to enhance their classroom
numeracy practices and engaging children in mathematics.

xi
Chapter 1
Forging Connections in Early
Mathematics: Perspectives
and Provocations

Virginia Kinnear, Mun Yee Lai and Tracey Muir

Abstract This edited book brings together an international collection of work on a

consistent and growing focus in mathematics education: the need to forge connec-
tions in early mathematics learning. Each chapter examines diverse ways that con-
nections can be made, philosophically, theoretically, and pedagogically, illustrating
different perspectives and providing provocations for researchers and educators. This
chapter introduces themes of connection found in mathematics education and inter-
disciplinary literature and considers the purpose and value of connection in mathe-
matics learning, specifically for children from birth to eight years. An overview of
each of the book chapters and their connections mathematics is also provided.

Keywords Connections Mathematical learning Purposeful Mathematics ideas



Children’s lives Mathematics culture

1.1 Introduction
Connection: A relationship in which a person or thing is linked or associated with some-
thing else; the action of linking one thing with another (Oxford Dictionary, 2017)

The significance of forging connections in young children’s mathematical

learning has gained increasing attention in the last few decades. Multidisciplinary
research continues to expand our evidence for, and understanding of, young

V. Kinnear (&)
Flinders University, Adelaide, Australia
e-mail: [email protected]
M. Y. Lai
Australian Catholic University, Sydney, Australia
e-mail: [email protected]
T. Muir
University of Tasmania, Hobart, Australia
e-mail: [email protected]

© Springer Nature Singapore Pte Ltd. 2018 1

V. Kinnear et al. (eds.), Forging Connections in Early Mathematics Teaching
and Learning, Early Mathematics Learning and Development,
https://doi.org/10.1007/978-981-10-7153-9_1
2 V. Kinnear et al.

children’s capacities to learn mathematics, and to widen our perspectives about

providing children with rich, meaningful mathematics learning experiences. We
also know that successful mathematics learning experiences significantly impact
children’s current and future education and life opportunities (Clements &
Sarama, 2014; Moss, Bruce, & Bobis, 2016; Perry & Dockett, 2008). Research
has provided researchers and educators with a growing awareness of children’s
aptitude for mathematical learning and provided grounds for arguing that we have
strong ethical obligations to provide mathematically purposeful environments
where young children can make sense of mathematics and develop their mathe-
matical thinking.
What such environments should look like, what mathematics should be learned
(and therefore taught), and how it should be taught, has stimulated both research
and debate. The rapid development, changing capacities and the diversity of
experiences for children aged birth to eight years of age present unique opportu-
nities and challenges for teaching and learning. We continue to find connections
between research and practice that map networks of knowledge about young
children’s mathematics learning. These in turn grow our understanding of the
impact of learning connections made and missed both in the moment and in the
future. The principal aim of this book has been to explore the common threads that
are visible when researchers, educators, and children engage in forging connections
in mathematical teaching and learning in seemingly disparate ways.

1.2 Connecting Young Children’s Mathematical Learning

The concept of connecting is endemic in the burgeoning mathematics research of

the last fifty years, indicative of the efforts being made to understand the com-
plexities that characterize mathematics teaching and learning, and resulting in a
research terrain that is ‘extensive and diverse’ (Kilpatrick, 2014, p. 271).
‘Connections’ have become synonymous with mathematical understanding, cap-
tured in Skemp’s (1978) theory of relational learning, developed as relationships are
forged across and between a myriad of networks. A sweep of theoretical models of
mathematical learning repeatedly endorses a common theme: The promotion of
mathematical understanding is achieved through children’s ability to make cogni-
tive connections to a network of previously connected experiences in multiple ways
and their ability to apply interconnected knowledge to new mathematical situations
(e.g., Clements & Sarama, 2009; Freudenthal, 1973; Haylock & Cockburn, 2008;
Kaput, 1991; Lesh & Doerr, 2003; Lehrer & Schauble, 2000). A concept inherent in
this approach is that mathematics itself provides structures that enable connections
to be made.
The idea that the discipline of mathematics consists of repeated, interconnecting
concepts is not new. Hardy (1940) stated that significant mathematical ideas are
those that can be connected with a large complex of other mathematical ideas
(p. 16). Steen (1990) defined mathematics as “about pattern and order of all sorts”
1 Forging Connections in Early Mathematics: Perspectives and Provocations 3

(p. 2). ‘Deep ideas’ found in mathematical structure, such as attributes, actions,
abstractions and dispositions Steen argued, should be connected to children’s
educational mathematical experiences in ways that are appropriate to their own
lives. The notion of a structural frame of big ideas’ or ‘powerful ideas’ as central to
mathematics and essential for mathematical sense-making is found in literature,
policy, and curriculum (Clarke, Cheeseman, & Clarke, 2006; Early Years Learning
Framework (DEEWR, 2009; National Council of Teachers of Mathematics
(NCTM), 2000; Perry & Dockett, 2012). Although what defines these ideas is not
definitive, they are seen as connectors ‘between and within mathematical concepts
and actions’ (AAMT, 2009, p. 4). The current work of Mulligan and Mitchelmore
(2016) continues to highlight that educational attention and connection to mathe-
matical pattern and structure is pivotal to young children’s mathematical learning.
As a result of this research, we have a better understanding of experiences that
positively and negatively impact children’s mathematical learning and therefore a
broader understanding of the connections educators need to be mindful of and work
to build. Coherence between an educator’s network of mathematical connections
and pedagogical actions he or she takes was found to support children to make their
own connections to mathematical ideas and methods (Askew, Rhodes, Brown,
William, & Johnson, 1997). We know the importance of the reciprocal relationship
between connected mathematical knowledge in teaching and learning. This con-
necting knowledge has continued to grow, visible in the seminal work of Shulman
(1986), Ball (1990), Ball, Thames, and Phelps (2008), and Rowland, Turner,
Thwaites, and Huckstep (2009). Rowland et al.’s Knowledge Quartet pays partic-
ular attention to ‘making connections,’ emphasizing the logical and coherent nature
of mathematics as a discipline, the need for pedagogy to connect to its concepts and
procedures and for planned new learning to be synchronized and linked to chil-
dren’s former learning. For very young children, this entails educators working to
connect their informal and intuitive knowledge to new mathematical experiences
and new knowledge.
For children in prior-to-school settings, it can be particularly challenging to
make connections to mathematics in environments where learning can be philo-
sophically and theoretically misaligned with school-based settings. Conversely, for
children in the early years of school, challenges lie in negotiating the theoretical and
pedagogical approaches to teaching increasingly complex mathematics. Children
from birth to 8 years experience multiple transitions as a result of the grouping
children by age, creating complexities that are spotlighted in the critical work on
children’s transitioning to school. Characteristics of transition including opportu-
nities, aspirations, expectations, and entitlements were identified by the Transition
to School Position Statement (Educational Transitions and Change Research Group
(ETC), 2011). As our colleagues in the first book in this series reminded us,
mathematics education plays a major role in children’s transition as they move into
their first year of school. It is worth considering here too that these characteristics
accompany times of change in young children’s lives across. All children from birth
4 V. Kinnear et al.

to eight years face the challenge of their existing mathematical knowledge, ability,
and potential being recognized in educational environments, and require engaging
activities that advance their mathematical development with integrity and dignity.
Forging connections to young children’s cultural, social, emotional, and neuro-
logical dimensions of learning therefore take on particular importance.

1.3 The Need for Purposeful Connections

Under the UN Convention on the Rights of the Child (UNESCO, 1989), young
children are deemed to have a right to education. The importance of children’s
development in the first few years of life is widely recognized and internationally
promoted (United Nations Educational, Scientific and Cultural Organization
(UNESCO), 2017). As a consequence, research evidence as to the value the early
years hold for children’s overall development and well-being and research into the
role of families in children’s early learning has also gained momentum (Phillipson,
Gervasoni, & Sullivan, 2016). Further support is found in interdisciplinary research
such as neuroscience that highlights the connections forged between children’s
sensory experiences and their physical and social experiences in particular. We are
therefore aware of the critical function played by connections between environment
and children’s interaction with it, particularly in the development of neurological
pathways (McCain, Mustard, & McCuaig, 2011). Psychology research further
supports theories that young children’s actions are focused on sourcing physical and
social structure, that is, children are seeking connections in order to make sense and
find meaning (Sommer, 2012). From this, we can infer that young children are
purposeful in their search for meaning.
The purposeful role of children’s actions in their sense-making underpins current
theoretical explanations of mathematical learning, including constructivism and
social constructivism. Principles found in Clements and Sarama’s (2009, 2014)
‘Learning Trajectory’ work, for example, propose networks of mathematical
learning with synergies and interplays between cognitive and environmental ele-
ments including sequenced instructional tasks, hierarchical progressions in math-
ematical developmental, and cultural connections. English (2004) emphasizes the
need for children to be supported in establishing relational connections between
various mathematical representations that are central to success in analogical and
mathematical reasoning. Reiterating this in 2016, English (2016) refocuses on
pedagogical connections needed in problem posing and solving practices. Such
pedagogical practices can enable a balance to be found between cognitive demand
and capacity, using approaches that are mindful of children’s existing knowledge
and context of understanding. In these ways, we can not only acknowledge young
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