Students who begin school with different everyday language to that used in the curriculum and in the school do not have the advantage of their early mathematics lessons building on the language and concepts which they use at home. Some of the discord between the sequencing of location in Early Years mathematics curricula and the understandings of Indigenous language speaking students can be explained using a typology of spatial frames of reference from cognitive linguistics. It showshow developmental progressions in early mathematics can contain culturally andlinguistically specific assumptions which may be implicit in curricula and teaching practices.
|Title of host publication||Mathematics|
|Subtitle of host publication||Launching Futures Proceedings of the 24th Biennial Conference of the Australian Association of Mathematics Teachers|
|Editors||S Herbert, J Tillyer, T Spencer|
|Place of Publication||Adelaide, SA, Australia|
|Publisher||Australian Association of Mathematics Teachers (AAMT)|
|Number of pages||7|
|Publication status||Published - 2013|
|Event||Biennial Conference of the Australian Association of Mathematics Teachers (AAMT 2013 24th): Mathematics: Launching Futures - Melbourne, Australia, Melbourne, Australia|
Duration: 10 Jul 2013 → 13 Jul 2013
Conference number: 2013 (24th)
|Conference||Biennial Conference of the Australian Association of Mathematics Teachers (AAMT 2013 24th)|
|Period||10/07/13 → 13/07/13|
Edmonds-Wathen, C. (2013). Negotiating developmental assumptions in early years mathematics curricula: Lessons from the language of space. In S. Herbert, J. Tillyer, & T. Spencer (Eds.), Mathematics: Launching Futures Proceedings of the 24th Biennial Conference of the Australian Association of Mathematics Teachers (Vol. 1, pp. 169-175). Australian Association of Mathematics Teachers (AAMT).