This project aims to investigate changes in number development and mathematics achievement resulting from the implementation of cognitively demanding mathematics tasks in the early years. By focusing on children’s use of strategy, the project seeks to link classroom mathematics with underpinning cognitive processes. It uses eye tracking technology to identify connections between explicit mathematics strategies and intuitive cognitive behaviours.
It is expected this project will have important implications for teaching practice in the early years of school, by providing new understanding of how engaging in cognitively demanding tasks influences children’s flexible use of strategy and subsequent mathematics achievement. This will inform practitioners and policy-makers about the supports required to establish strong mathematics foundations in children.
Funding / Grants
- ARC DECRA