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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/54155
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dc.contributor.authorCohrssen, Carolineen
dc.contributor.authorPage, Janeen
dc.date.accessioned2023-03-02T03:20:44Z-
dc.date.available2023-03-02T03:20:44Z-
dc.date.issued2016-09-
dc.identifier.citationAustralasian Journal of Early Childhood, 41(3), p. 104-108en
dc.identifier.issn1839-5961en
dc.identifier.issn1836-9391en
dc.identifier.urihttps://hdl.handle.net/1959.11/54155-
dc.description.abstract<p><b>MATHEMATICS IS COMMONLY CITED</b> in Australian and international literature as an integral component of quality early childhood education and care (ECEC) programs. This article presents a rights-based argument for early childhood educators to integrate mathematical concepts into daily ECEC practice. There is a lack of educator confidence in the ECEC sector regarding teaching mathematics concepts to preschool-aged children. At the same time, many children from low socioeconomic status backgrounds underperform in mathematics and girls are under-represented in so-called STEM (science, technology, engineering and mathematics) subjects in later schooling. Providing opportunities for young children to participate in mathematical thinking in their daily educational programs provides opportunities for children to develop competencies that will equip them to be active citizens, now and in the future. This is an important means of ensuring equitable learning outcomes for all children.</p>en
dc.languageenen
dc.publisherSage Publications Ltden
dc.relation.ispartofAustralasian Journal of Early Childhooden
dc.titleArticulating a rights-based argument for mathematics teaching and learning in early childhood educationen
dc.typeJournal Articleen
dc.identifier.doi10.1177/183693911604100313en
local.contributor.firstnameCarolineen
local.contributor.firstnameJaneen
local.profile.schoolSchool of Educationen
local.profile.emailccohrsse@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeUnited Kingdomen
local.format.startpage104en
local.format.endpage108en
local.peerreviewedYesen
local.identifier.volume41en
local.identifier.issue3en
local.contributor.lastnameCohrssenen
local.contributor.lastnamePageen
dc.identifier.staffune-id:ccohrsseen
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/54155en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleArticulating a rights-based argument for mathematics teaching and learning in early childhood educationen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorCohrssen, Carolineen
local.search.authorPage, Janeen
local.uneassociationNoen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.year.published2016en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/ba64f0c9-63c5-4d29-b808-6da2f709e5e2en
local.subject.for2020390201 Education policyen
local.subject.for2020390299 Education policy, sociology and philosophy not elsewhere classifieden
local.subject.for2020390302 Early childhood educationen
local.subject.seo2020160101 Early childhood educationen
local.subject.seo2020239999 Other law, politics and community services not elsewhere classifieden
local.subject.seo2020160201 Equity and access to educationen
local.profile.affiliationtypePre-UNEen
local.profile.affiliationtypeExternal Affiliationen
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