Facilitating a smooth and successful transition in maths for our young learners between early childhood and school
Mathematics education in New Zealand continues to be a hotly discussed topic with students underperforming when compared to many OECD countries (e.g., data from TIMSS and PISA) and the role of early childhood education should not be underestimated in terms of the positive impact it can have on later maths success. PISA research shows students who attended pre-primary education are much less likely to be low performers in mathematics than those who did not (OECD, 2016). However, despite data showing enrolment rates in early childhood education and staff-to-student ratios in countries such as Australia, Singapore, Japan and Canada to be lower than in New Zealand, these countries still out-perform New Zealand in school mathematics achievement. These countries—Australia, Singapore, Japan and Canada—offer distinct programmes specifically for children in the year (or years) before starting primary school which are often designed to help children with the transition from ECE to primary education. The aim of this travel fellowship was to develop a richer understanding about what transitions in these countries entail and how they support young learners’ transition between education sectors with regards their mathematics understanding and learning.