Marina Papic

Improving Numeracy Outcomes for Young Australian Indigenous Children

This chapter provides research-based evidence on successful approaches to improving learning opportunities, particularly in early numeracy, for young Australian Indigenous children. A series of studies (Papic et al. in J. Res. Math. Educ., 42(3), 237–268, 2011) focused on developing children’s early algebraic and mathematical reasoning skills and teachers’ pedagogical and mathematical content knowledge through ongoing, supportive professional development are presented. Two initial studies informed the development of the Patterns and Early Algebra (PEAP) Professional Development (PD) Program, an Australian Research Council Linkages project 2011–2013. PEAP PD advances young children’s patterning, early algebraic and mathematical thinking skills, working towards the broader goal of closing the gap in numeracy achievement for Indigenous children in rural and regional early childhood settings.

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.