Catherine Pearn

Kids Count! First Steps in Counting

Catherine Pearn, Gary E Davis

Book  |  2018

This book helps parents, home-schoolers, teachers and care-givers learn the tools to carefully observe, and assist, young children..

Interviews Reveal Year 8 Student's Struggle to Generalise Solutions to reverse Fraction Tasks

C Pearn, W Stephens, R Pierce

Conference Proceedings  |  2018

The links between fractional knowledge and readiness for algebra have been highlighted by many researchers such as Wu (2001); Jaco..

Generalizing Fractional Structures: A Critical Precursor to Algebraic Thinking

Catherine Pearn, Max Stephens

Book Chapter  |  2018

Diagram Effective or Diagram Dependent? ...

Catherine Pearn, W Stephens, Robyn Pierce

Conference Proceedings  |  2018

This paper will focus on two students who depended on diagrammatic representations in both a Fraction Screening Test and in a subs..

Reverse fraction tasks reveal algebraic thinking

C Pearn, R Pierce, WM Stephens

Conference Proceedings  |  2017

Competence with Fractions in Fifth or Sixth Grade as a Unique Predictor of Algebraic Thinking?

C Pearn, W Stephens

Conference Proceedings  |  2016

Fraction Tasks and their links to Algebraic Thinking

C Pearn, W Stephens

Conference Proceedings  |  2016

This paper will discuss how Year 6 elementary school students who have yet to meet formal algebraic notation create algebraic mean..

Misuse of the equals sign: An entrenched practice from early primary years to tertiary mathematics

J Vincent, C Bardini, R Pierce, C Pearn

Journal article  |  2015  |  Australian Senior Mathematics Journal

Same year, same school, same curriculum: different mathematics results

C PEARN

Conference Proceedings  |  2015

Using alternative multiplication algorithms to ‘offload’ cognition

D JAZBY, C Pearn

Conference Proceedings  |  2015

Many students struggle to learn the traditional written algorithms introduced in primary school (Pearn, 2009). Heirdsfield (2004) ..

Strategies for Solving Fraction Tasks and Their Link to Algebraic Thinking

C PEARN, M Stephens

Conference Proceedings  |  2015

The importance of fractional thinking as a bridge to algebraic reasoning

C PEARN, W Stephens

Conference Proceedings  |  2015

Professional Learning Communities: What are the important questions for an educator to ensure a sustainable community?

C PEARN

Conference Proceedings  |  2014

Towards Excellence in Mathematics Teaching: Forging Links Between National Curriculum and Professional Standards Initiatives

HF Hollingsworth, CA Pearn

Conference Proceedings  |  2011  |  Mathematics: Traditions and (NEW) Practices

Using Whole Numbers and Number Lines to Develop Fraction Ideas

CA Pearn, WM Stephens

Book Chapter  |  2011

Pre School Practitioners' Feelings About Mathematics: 'Well, I Wasn't Very Good'.

CAP Pearn, R Hunting

Journal article  |  2010  |  Australian Research in Early Childhood Education

What support do preschool practioners need to foster young children's mathematical thinking?

CAP Pearn, R Hunting, J Robbins

Journal article  |  2010  |  Australian Research in Early Childhood Education

Highlighting the Similarities and Differences of the Mathematical Knowledge and Strategies of Year 4 Students

C PEARN

Conference Proceedings  |  2009  |  MERGA 32: Crossing Divides Conference Proceedings

Mathematical Thinking of Young Children Through the Eyes of Preschool Practitioners

R Hunting, C PEARN

Conference Proceedings  |  2009  |  MERGA 32 Conference 2009 - Conference Proceedings

Whole number knowledge and number lines help to develop fraction concepts

C PEARN, W STEPHENS

Conference Proceedings  |  2007  |  Mathematics: Essential Research, Essential Practice: Proceedings of the 30th annual conference of the Mat

Basic Number Facts: How many can I remember and is it important?

C PEARN

Conference Proceedings  |  2007  |  Proceedings of the International Symposium Elementary Mathematics Teaching: Approaches to Teaching Mathematics at the Elementary Level

Whole number knowledge and number line tasks help to develop fraction concepts

CA Pearn, WM Stephens

Conference Proceedings  |  2007  |  Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia

Using paper folding, fraction walls, and number lines to develop understanding of fractions for students from Years 5-8

C PEARN

Journal article  |  2007  |  Australian Mathematics Teacher

Generative Concept Images

G Davis, C PEARN

Conference Proceedings  |  2006  |  Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education

Mathematics Developmental Continuum P-10

K STACEY, H CHICK, L BALL, C PEARN, V STEINLE

Software / Code  |  2006

Working Out What Works (WOWW) Training and Resource Manual: A teacher professional development program designed to support teachers to improve literacy and numeracy outcomes for students with learning difficulties

KA HOAD, JK MUNRO, C PEARN, KS ROWE, KJ ROWE

Report  |  2005

Why You Have to Probe to Discover What Year 8 Students Really Think About Fractions

C PEARN, WM STEPHENS

Conference Proceedings  |  2004  |  Mathematics Education for the Third Millennium, Towards 2010: Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia

Probing Whole Number Dominance With Fractions

WM STEPHENS, C PEARN

Conference Proceedings  |  2003  |  Mathematics Education Research Group: Innovation, Networking, Opportunity: Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia

Assessing rational number knowledge in the middle years of schooling

C PEARN, M Stephens, G Lewis

Conference Proceedings  |  2002  |  Mathematics - Making Waves. Proceedings of the Nineteenth Biennial Conference of the Australian Association of Mathematics Teachers Inc.