Written numeracy assessment in the early years:
The challenges of pronouns and noun groups

Beryl Exley
Rebecca Trimble-Roles
Queensland University of Technology

We examine the challenges of pronouns and noun groups in the Australian Curriculum, Assessment and Reporting Authority’s (ACARA) National Assessment Program—Literacy and Numeracy (NAPLAN) Numeracy Year 3 Example test (ACARA, 2015a). Framed by discourses of Literacy as a General Capability (ACARA, 2015b) in the Australian Curriculum: Mathematics (ACARA, 2015c), the pronouns and noun groups used in the Example test are mapped onto the Australian Curriculum: English Content Descriptions (ACARA, 2015d). The findings are that some of the pronouns and noun groups used in the Example test are more complex than what Year 3 children are expected to achieve in the Australian Curriculum: English. We thus stress the need for early years teachers of mathematics to account for the unique mathematical register of written mathematics problems so that young children are not only prepared for high-stakes written numeracy assessments, but are also enabled as a numerically literate citizen.

Australasian Journal of Early Childhood—Volume 41 Number 1 March 2016

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