This paper describes the conceptual framework of the Early Years STEM Australia (ELSA) program. The conceptual framework is developed from STEM practices, rather than from play-based investigations derived from traditional understandings of content within the four STEM disciplines. One of these core STEM practices is spatial reasoning—a practice that not only has strong associations with mathematics but is also the best predictor of an individual choosing a STEM-related profession beyond schooling.
|Title of host publication||40 years on: We are still learning!|
|Subtitle of host publication||Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia|
|Editors||Ann Downton, Sharyn Livy, Jennifer Hall|
|Place of Publication||Melbourne|
|Publisher||Mathematics Education Research Group of Australasia|
|Number of pages||4|
|Publication status||Published - 2017|
|Event||40th Annual Conference of the Mathematics Education Research Group of Australasia: 40 years on: We are still learning! - Melbourne, Australia|
Duration: 2 Jul 2017 → 6 Jul 2017
|Conference||40th Annual Conference of the Mathematics Education Research Group of Australasia|
|Abbreviated title||MERGA 40|
|Period||2/07/17 → 6/07/17|
Lowrie, T., Logan, T., & Larkin, K. (2017). The “math” in STEM practices: The role of spatial reasoning in the early years. In A. Downton, S. Livy, & J. Hall (Eds.), 40 years on: We are still learning! : Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 625-628). Melbourne: Mathematics Education Research Group of Australasia.