Negotiating developmental assumptions in early years mathematics curricula: Lessons from the language of space

    Research output: Chapter in Book/Report/Conference proceedingConference Paper published in Proceedings

    Abstract

    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.
    Original languageEnglish
    Title of host publicationMathematics
    Subtitle of host publicationLaunching Futures Proceedings of the 24th Biennial Conference of the Australian Association of Mathematics Teachers
    EditorsS Herbert, J Tillyer, T Spencer
    Place of PublicationAdelaide, SA, Australia
    PublisherAustralian Association of Mathematics Teachers (AAMT)
    Pages169-175
    Number of pages7
    Volume1
    ISBN (Print)978-1-875900-77-0
    Publication statusPublished - 2013
    EventBiennial Conference of the Australian Association of Mathematics Teachers (AAMT 2013 24th): Mathematics: Launching Futures - Melbourne, Australia, Melbourne, Australia
    Duration: 10 Jul 201313 Jul 2013
    Conference number: 2013 (24th)

    Conference

    ConferenceBiennial Conference of the Australian Association of Mathematics Teachers (AAMT 2013 24th)
    Abbreviated titleAAMT
    CountryAustralia
    CityMelbourne
    Period10/07/1313/07/13

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