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Early mathematical experiences

Alignment between Early Mathematical Explorations and international curriculum documents

Throughout the world, teachers in most jurisdictions are guided by curriculum, framework documents or policy statements produced by educational authorities or professional associations. The following table presents the alignment of the chapters in Early Mathematical Explorations with content of key documents from various countries. If your country is not yet represented, we would welcome an email showing this alignment for a future update of this table.

|Country |Australia |Hong Kong |New Zealand |UK |USA |

|Reference document/s |Belonging, Being & Becoming: The Early |Overview of |New Zealand Maths: |Early Years Foundation Stage |Position statement on early childhood |

| |Years Learning Framework for Australia[i]|kindergarten |Early Childhood |(2008 & 2013)[v] |mathematics[vi] |

| | |education in Hong |Education[iv] | |Technology and Interactive Media as Tools in |

| |The Australian Curriculum Mathematics |Kong[iii] | | |Early Childhood Programs Serving Children from |

| |[ii] | | | |Birth through Age 8[vii] |

| | | | | |Principles and standards for school |

| | | | | |mathematics[viii] |

|Chapter 1 |A Vision for Children’s Learningii |A good teacher in HK |Digital Learning |Early Years Foundation Stage |Early Childhood Mathematics: Promoting Good |

|Mathematics for the 21st century |Rationalei |is now a click |Objects |(2013)[x] |Beginningsvi |

| | |away[ix] | | | |

|Chapter 2 |A Vision for Children’s Learning |Guides to Pre-Primary|Families |Numbers and Patterns. [xii] | |

|Early mathematical understandings |Mathematics across Foundation to Year 12;|curriculum[xi] | | | |

| |General Capabilitiesi | | | | |

|Chapter 3 |A Vision for Children’s Learningi | |Introduction |Statutory Framework for | |

|Mathematical learning in the first five |Principlesi | | |EYFS.[xiii] | |

|years of life |Practicei | | | | |

| |Outcome 5: Children are effective | | | | |

| |communicators i | | | | |

|Chapter 4 |Diversity of Learners; Achievement |Primary Mathematics |NZC and Standards |UK early years curriculum[xv] |Standards for Grades Pre-K-2viii |

|The young child at school |Standardsii |curriculum[xiv] | |Ideas for integrating EC | |

| | | |High Achieving |mathematics[xvi] | |

| | | |Students | | |

|Chapter 5 |Number and Algebraii | |Number |Overall framework[xvii] |Number and Operations Standard for Grades |

|Number | | | |Numbers and patterns[xviii] |Pre-K-2viii |

|Chapter 6 | | | | |Algebra Standard for Grades Pre-K-2viii |

|Patterns and algebra | | | | | |

|Chapter 7 |Measurement and Geometryii | |Measurement | |Measurement Standard for Grades Pre-K-2 viii |

|Measurement | | | | | |

|Chapter 8 | | |Shape |Problem solving and |Geometry Standard for Grades Pre-K-2 viii |

|Space | | | |reasoning.[xix] | |

| | | | |Exploring space | |

|Chapter 9 |Statistics and Probabilityii | | |Teaching ideas[xx] |Data Analysis and Probability Standard for Grades|

|Chance and data | | | | |Pre-K-2viii |

|Chapter 10 Contexts and connections |Cross-curriculum prioritiesii | | |Maths games for the early years| |

| | | | |[xxi] | |

|Chapter 11 |A Vision for Children’s Learningi |Teacher | | | |

|Designing mathematical experiences for |Practicei |resources[xxii] | | | |

|numeracy in the 21st century |Implications for teaching, assessment and| | | | |

| |reportingi | | | | |

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References

[i] Department of Education, Employment and Workplace Relations (DEEEWR). (2012). Belonging, Being & Becoming: The Early Years Learning Framework for Australia.

[ii] Australian Curriculum, Assessment and Reporting Authority (ACARA) (2012). The Australian Curriculum Mathematics.

[iii]

[iv] Supporting Rich Mathematical Interactions in ECE

[v] Early years foundations stage: Profile Handbook. Qualifications and Curriculum Authority. London.

[vi] National Association for the Education of Young Children & National Council of Teachers of Mathematics. (2002). Position statement on early childhood mathematics: Promoting good beginnings.

[vii] National Association for the Education of Young Children & National Council of Teachers of Mathematics. (2002). Position statement on early childhood mathematics: Promoting good beginnings.

[viii] National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.

[ix]

[x] Early years foundation stage: Handbook. Standards and Testing Agency. .uk/assessment.

[xi]

[xii] Numbers and patterns: Laying the foundations in mathematics. (2009). .uk/publications

[xiii]

[xiv]

[xv]

[xvi]

[xvii] number pages 32-34; shape, space and measure, pp. 35–6.

[xviii]

[xix]

[xx]

[xxi] and

[xxii]

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