Kate Highfield

A Framework for Examining Technologies and Early Mathematics Learning

Research on young children’s mathematics learning with technology is in many ways in its infancy. Given that in western societies young children are increasingly engaging with technologies in their learning and play further research examining the affordances of these tools for mathematics learning is needed. This chapter examines the role of interactive technologies in early mathematics learning with three- to eight-year-olds. Exemplars are presented to highlight how the pedagogic design of technologies affords early mathematics learning. Data are drawn from the two authors’ early research, doctoral theses and current research projects. Given that today’s children are frequently immersed in these technological tools, this work outlines a pedagogic framework that may assist educators in making informed decisions regarding technology.

Supporting Pre-Service Teachers' Technology-Enabled Learning Design Thinking through Whole of Programme Transformation

This paper explains a development and evaluation project aimed at transforming two pre-service teacher education programmes at Macquarie University to more effectively cultivate students’ technology-enabled learning design thinking. The process of transformation was based upon an explicit and sustained focus on developing university academics’ Information and Communication Technology (ICT) capabilities so that they could successfully integrate technology throughout their pre-service teacher education programme subjects and model the approaches they were aiming to foster in their students. The initiative involved appointing ICT Pedagogy Officers to work directly with academic staff, funded as part of the Australian Teaching Teachers for the Future Project. Key findings include the sustained effort that is required in order to engender change, and the primary importance of relationship building in successful ICT education development.

The Impact of a Patterns and Early Algebra Program on Children in Transition to School in Australian Indigenous Communities

This chapter describes a 3-year early numeracy project conducted with 15 Australian Aboriginal Community Children’s Services across the state of New South Wales and the Australian Capital Territory. The project involved 66 early childhood educators and 255 children aged 4–5 years in the year prior to formal school. The children were engaged in a preschool Patterns and Early Algebra program previously developed and trialed with young children. Following an interview-based assessment, the Early Mathematical Patterning Assessment (EMPA), educators implemented a 12 week intensive program based on early patterning frameworks that developed young children’s early algebraic and mathematical reasoning, communication and problem-solving skills. Data from children’s progression on the frameworks and interview data from primary school teachers in the year following implementation, provided evidence of the impact of the program not only on children’s mathematics learning but on their transition to school.