Developing mathematical thinking in the early years: Challenges of multi-year classrooms in inner regional South Australian schools

The Centre for Research of Educational and Social Inclusion and Early Childhood Australia invites you to attend a joint celebration of the Report Launch: Developing mathematical thinking in the early years: Challenges of multi-year classrooms in inner regional South Australian schools.

Approximately 30% of all Australian primary schools have a student population of fewer than 200 students. These small schools are most commonly located in regional areas. Given the low number of students in these schools, they often arrange multi-year classes which present as a challenge for teachers. Additionally, data shows that students in small schools have lower levels of academic performance and are more likely to be developmentally vulnerable.

This study aimed to identify teachers’ pedagogical practices that work to foster young students’ mathematical potential in multi-year classes in small regional schools. More specifically, the study mapped the challenges that teachers and young children face in relation to establishing access and participation in high-quality early years mathematics learning programs.

The study trialled and evaluated a co-designed tailored approached to promote effective learning and student engagement in mathematics in the early years. The findings showed that teachers were able to design teaching and learning activities that enabled young students to bring their life-world-connected experiences to enhance their mathematical thinking and learning.

This final report provides an overview of the project and presents findings and recommendations for future research.