Webinar Three: Intentional talk to support mathematical thinking

Early childhood educators and teachers draw on their knowledge of the strands of mathematics to recognise how children demonstrate mathematical thinking in what they make, say or do. This information informs how we consolidate or extend children’s knowledge while following children’s interests. Often, when we think about planning for learning, we plan what children will do. When we think about what we will do to consolidate and extend early mathematical thinking, we have a purpose. This aligns with the EYLF definition of intentional teaching. In this session, we will consider what educators and teachers do and say to support early mathematical thinking as part of our planning – our intentionality.

Caroline Cohrssen is Professor of Early Childhood Education and Deputy Head, School of Education at the University of New England. Her research is underpinned by a systems approach and focuses on teaching and learning in the prior-to-school years: the home learning environment and early childhood education settings. She is also interested in learning trajectories and school readiness, as well as pre- and in-service teacher education.