Abstract
This paper provides an overview of a three-year study with 60 early childhood educators and approximately 240 children aged 4 to 5 years currently being conducted with 15 Australian Indigenous communities. International research provides strong evidence for investing early for improved health and wellbeing of young children (Barnett, 2011). The numeracy Intervention, Patterns and Early Algebra Preschool (PEAP) Professional Development (PD) Program, reported in this paper focuses on developing children's early algebraic and mathematical reasoning skills. A case study of two children in the study exemplifies how PEAP has the potential to advance young children's mathematical problem solving and thinking skills. The broader aim of the project is to work towards closing the gap in numeracy achievement for children from low socio-economic and disadvantaged backgrounds.
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