Abstract
This chapter provides research-based evidence on successful approaches to improving learning opportunities, particularly in early numeracy, for young Australian Indigenous children. A series of studies (Papic et al. in J. Res. Math. Educ., 42(3), 237–268, 2011) focused on developing children’s early algebraic and mathematical reasoning skills and teachers’ pedagogical and mathematical content knowledge through ongoing, supportive professional development are presented. Two initial studies informed the development of the Patterns and Early Algebra (PEAP) Professional Development (PD) Program, an Australian Research Council Linkages project 2011–2013. PEAP PD advances young children’s patterning, early algebraic and mathematical thinking skills, working towards the broader goal of closing the gap in numeracy achievement for Indigenous children in rural and regional early childhood settings.
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