Knowing The (mathematics) Part In Order To Know The (stem) Whole

Abstract

Early childhood education in Australia is guided by the National Quality Standard and by the Early Years Learning Framework for Australia (EYLF). In the Northern Territory of Australia, a preschool curriculum further elaborates the EYLF. The 'NT Preschool Maths Games' address the M in STEM. They draw on the learning trajectory approach (e.g. Clements & Sarama. 2014): play-based activities provide 'drop-back' and 'extension' options to enable differentiated teaching. There is growing emphasis on the importance of STEM teaching and learning in prior-to-school settings to support school readiness and later achievement (Duncan et al., 2007; Thomson, de Bortoli and Buckley, 2013). A Vygotskian emphasis on the role of the more capable other underpinned the design of small-group play-based activities. Immediate and delayed implementation classrooms were identified. Teachers received professional learning in using the activities. Pre- and post-implementation data were gathered using Number Naming, Number Counting and Applied Problems (WJIII; Mather & Woodcock, 2001). The study received full University ethics approval and was endorsed by the NT Department of Education. Consent was received from school principals, teachers and parents. All were advised that they were at liberty to withdraw at any point. Children were free to decline. The immediate intervention group showed greater gains than the delayed intervention group. This suggests that highlighting the 'big ideas' assists preschool teachers to recognise, consolidate and extend early mathematical thinking. Improved child outcomes is the goal of education. Making more explicit which mathematics ideas to teach and how to teach them, playfully, is critical.