Early Years Teaching: A Literature Review

Running Head: EARLY YEARS TEACHING 1
Early Years Teaching
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EARLY YEARS TEACHING 2
1. INTRODUCTION
Background Information
With regards to the identified literature sources for this activity, children are oriented to
mathematical thinking long before they even begin going to school. The orientation is because
they undergo a process of tremendous growth in their numeracy skills just before they join
preschool. The attainment of informal knowledge for number is known as ‘number sense’. There
are many situations in everyday life that children portray their number sense. Mostly, the
situations involve measurements and numbers. Children are able to define when or who has more
things than the other, come up with means and strategies for enabling equal shares, then use
numbers and ability to count to reason out with others. Such skills are built when children
interact with their guardians and peers, after which they are encouraged to create their own
understanding in situations of play.
Problem Statement and Scope
This paper is generally a literature review activity that tries to assess the outlined mathematical
numbers and algebra frameworks according to the Australian curriculum for children in
foundation grade to year three. In this case, we have identified six literature sources (and other
supporting references) that demonstrate how educators as well as the Australian Curriculum
encourage central arithmetic development particularly in algebra and numbers and they include:
1. AMC. (2018) Mathematics Challenge for Young Australians (MCYA). Australian
Mathematics Trust. Retrieved 28 Aug 2018, from
https://www.amt.edu.au/mathematics/mcya/
2. Learning Hub. (2018) MATHS IS EVERYWHERE. Early Childhood Australia. Retrieved
28 Aug 2018, from http://learninghub.earlychildhoodaustralia.org.au/elearning/maths-is-
everywhere/

EARLY YEARS TEACHING 3
3. Perry, B. (2016). Early Childhood Numeracy. University of Western Sydney, 45(4), 2-42.
4. Reid, K. (2016) Preschoolers and numeracy development. Teacher Insight. Retrieved 28
Aug 2018, from https://www.teachermagazine.com.au/articles/preschoolers-and-
numeracy-development
5. Sansome, J., E. (2016) Building teachers’ pedagogy practices in reasoning, to improve
students’ dispositions towards mathematics. Office for Education Research Faculty of
Education Queensland University of Technology, 32(5), 4-195.
6. National Curriculum Board (2009) Shape of the Australian Curriculum: Mathematics.
Attorney-General’s Department, 2(3), 3-13
The paper, therefore, intends to use a multi-disciplinary research format to review the identified
principles and practices all of which support the designed mathematical frameworks for the
betterment of children in foundation up to the grade of three.
2. LITERATURE REVIEW
The Topics’ Key Aspects
All the identified articles talk about the structure of the Mathematics Curriculum and teaching
methodologies to ensure that the desired academic outcomes are achieved by the children. Most
definitely, the articles highlight on:
a) The structure of the Mathematics Curriculum
Though this activity mainly focuses on algebra and numbers, the curriculum is organized on the
basis of proficiency and content strands; all of which closely interact as put by Acara (2018). The
content strands with regards to the mathematics curriculum include:
i) Algebra and Numbers
ii) Geometry and Measurement
iii) Statistics and Probability

EARLY YEARS TEACHING 4
Algebra and Numbers: According to the study sources, Reid (2016) in particular, early years
assessment requires the educators to focus on numbers. However, as the compulsory years
approach, a lot of emphasis will be put in algebra. On the contrary, AMC (2018) asserts that
there is a connection between algebra and numbers. The combination of the two learning points
brings about logics and functions.
Geometry and Measurement: The two aspects have connections that are limited and thus,
won’t be the basis of our review in this activity. However, general description involves the study
of spaces and locations as covered in mathematical concepts. Mostly, location aspects including
scales, maps, and bearings align with measurement. Geometry on the contrary, describes the
study of things to do with properties of shapes as well as giving logical and prominent
justification and definitions.
Probability and Statistics: This aspect deals with data, statistics, and chance for the description
study activities and goals. For instance, through the study of statistics and probability, we learn
that it is mathematically insufficient to summarize or construct data. Data should not be
summarized but interpreted, represented, and analyze such data. Probability in itself helps in
determining the chance by which something happens or not.
Identifiably, the named content strands represent mathematics sub-disciplines that are substantial
and are also a reflection of the purpose of the mathematics curriculum. As Identified by Learning
Hub (2018), the reduction of the content strands to three by the curriculum developers ensures
that there is a greater coherence within strands. It also ensures that a connection is created
between topics that relate throughout the strands.
b) Importance of the Curriculum Structure