Mathematics and Transition to School

1 Mathematics and Transition to School: Theoretical  Frameworks and Practical Implications Bob Perry, Amy MacDonald, and Ann Gervasoni 

Part I The Mathematics Young Children Bring to the First Year of School

2 Swimming Upstream in a Torrent of Assessment Anita M. Wager, M. Elizabeth Graue, and Kelly Harrigan 

3 Assessing Young Children's Mathematical Understanding: Opportunities and Expectations at the Transition to School Barbara Clarke

4 Children's Mathematical Knowledge Prior to Starting School and Implications for Transition Ann Gervasoni and Bob Perry

5 Transition to School: Prior to School Mathematical Skills and Knowledge of Low-Achieving Children at the End of Grade 1 Andrea Peter-Koop and Sebastian Kollhoff

6 Let's Count: Early Childhood Educators and Families Working in Partnership to Support Young Children's Transitions in Mathematics Education Amy MacDonald

7 The Role of the Home Environment in Children's Early Numeracy Development: A Canadian Perspective Sheri-Lynn Skwarchuk and Jo-Anne LeFevre

8 Mathematics Teachers Responding to Children's Resources to Create Learning for All Jónína Vala Kristinsdóttir and Hafdís Guðjónsdóttir

Part II    Continuity of Mathematics Curriculum and/or Pedagogy as Children Begin School

9 The Relationship Between Policy and Practice in the Early Mathematics Curriculum for Reception-Class Children in England Carol Aubrey and D¿nd¿ Durmaz

10 Scaling Up Early Mathematics Interventions: Transitioning with Trajectories and Technologies  Julie Sarama and Douglas H. Clements

11 Partnerships that Support Children's Mathematics During the Transition to School: Perceptions, Barriers and Opportunities Wendy Goff and Sue Dockett

12 The Culture of the Mathematics Classroom During the First School Years in Finland and Sweden Kirsti Hemmi and Andreas Ryve

13 A New Zealand

Bob Perry is Professor in the Research Institute for Professional Practice, Learn-ing and Education and School of Education at Charles Sturt University, Albury-Wodonga, Australia. Bob's current research interests include powerful mathemat-ics ideas in preschool and the first years of school; ethical tensions in researching with children; transition to school, with particular emphasis on starting school within families with complex support needs, preschool education in remote Indig-enous communities, and transition to school for Indigenous families. Bob shares his life with his partner, Sue Dockett, and their son, Will, both of whom ensure that he keeps his feet firmly on the ground. Ann Gervasoni is a Senior Lecturer in Mathematics Education at Australian Catholic University. Ann has worked in teacher education, professional learning and primary teaching for 32 years. Ann was a member of the research team for the Early Numeracy Research Project (1999-2001) in Victoria, and research director for the Bridging the Numeracy Gap project in Western Australia and Victoria (2009-2010). Ann's research interests include mathematics education in early childhood and primary education, mathematics intervention programs and community approaches for supporting the learning of those most vulnerable in our community. Amy MacDonald is a Lecturer in Early Childhood Studies at Charles Sturt Uni-versity, Albury-Wodonga, Australia. Amy's research interests are around the mathematics experiences and education of infants, toddlers, preschoolers and children in the early years of primary school; with a particular focus on transitions in mathematics education. Amy is working on a number of numeracy-focused re-search projects utilising data from the Longitudinal Study of Australian Children, and is also involved in a project to support young children's numeracy develop-ment prior to school. Amy is also working on the Pedagogies of Educational Tran-sitions global alliance project with

"Bob Perry, Amy MacDonald, and Ann Gervasoni present various international viewpoints on two important aspects of every child's life: learning mathematics and starting primary or elementary school. ... This book offers a great selection of viewpoints on how early childhood students enter into school and the various techniques used to teach and learn mathematics. ... this book being read and appreciated by a wide variety of teachers and administrators." (Peter Olszewski, MAA Reviews, April, 2015)