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Mathematics in early childhood - the early years maths curriculum in the UK and children's numerical development

Munn, Penny (2006) Mathematics in early childhood - the early years maths curriculum in the UK and children's numerical development. International Journal of Early Childhood, 29 (1). pp. 99-111. ISSN 0020-7187

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Abstract

The recent development of the British early years (3-5 years) maths curriculum is described as a function of successive educational reforms aimed at the primary school curriculum in general and the primary maths curriculum (5-12 years) in particular. Contradictions within this curriculum development process are explained in terms of current curriculum theory. Young children's experience of the British primary maths curriculum is illustrated with data from a longitudinal study of early maths concepts from 5 to 8 years of age. Case study data show how normative assumptions embedded in the curriculum make teachers' work unnecessarily difficult, and deprive children of satisfying learning experiences in mathematics. It is argued that an efficiently implemented early years maths curriculum (from 3-8 years) would take young children's developmental characteristics into account, and would stress cross-curricular themes and indirect teaching of concepts.

Item type: Article
ID code: 3410
Keywords: maths curriculum, ealy years, numeracy, primary schools, curriculum development, early education, Primary Education, Mathematics, Developmental and Educational Psychology
Subjects: Education > Theory and practice of education > Primary Education
Science > Mathematics
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Related URLs:
Depositing user: Strathprints Administrator
Date Deposited: 05 Jun 2007
Last modified: 04 Sep 2014 13:44
URI: http://strathprints.strath.ac.uk/id/eprint/3410

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