1 Mathematics and Transition to School: Theoretical Frameworks and Practical Implications
Bob Perry, Amy MacDonald, and Ann Gervasoni

Part I The Mathematics Young Children Bring to the First Year of School

2 Swimming Upstream in a Torrent of Assessment
Anita M. Wager, M. Elizabeth Graue, and Kelly Harrigan

3 Assessing Young Children's Mathematical Understanding: Opportunities and Expectations at the Transition to School
Barbara Clarke

4 Children's Mathematical Knowledge Prior to Starting School and Implications for Transition
Ann Gervasoni and Bob Perry

5 Transition to School: Prior to School Mathematical Skills and Knowledge of Low-Achieving Children at the End of Grade 1
Andrea Peter-Koop and Sebastian Kollhoff

6 Let's Count: Early Childhood Educators and Families Working in Partnership to Support Young Children's Transitions in Mathematics Education
Amy MacDonald

7 The Role of the Home Environment in Children's Early Numeracy Development: A Canadian Perspective
Sheri-Lynn Skwarchuk and Jo-Anne LeFevre

8 Mathematics Teachers Responding to Children's Resources to Create Learning for All
Jónína Vala Kristinsdóttir and Hafdís Guðjónsdóttir

Part II Continuity of Mathematics Curriculum and/or Pedagogy as Children Begin School

9 The Relationship Between Policy and Practice in the Early Mathematics Curriculum for Reception-Class Children in England
Carol Aubrey and Dӧndϋ Durmaz

10 Scaling Up Early Mathematics Interventions: Transitioning with Trajectories and Technologies
Julie Sarama and Douglas H. Clements

11 Partnerships that Support Children's Mathematics During the Transition to School: Perceptions, Barriers and Opportunities
Wendy Goff and Sue Dockett

12 The Culture of the Mathematics Classroom During the First School Years in Finland and Sweden
Kirsti Hemmi and Andreas Ryve

13 A New Zealand Perspective: Mathematical Progressions from Early Childhood to School through a Child Centred Curriculum?
Shiree Lee and Gregor Lomas

14 The Impact of a Patterns and Early Algebra Program on Children's Learning in Transition to School in Australian Indigenous Communities
Marina M. Papic, Joanne T. Mulligan, Kate Highfield, Judith McKay-Tempest, and Deborah Garrett

15 Preschool Mathematics Learning and School Transition in Hong Kong
Sharon Sui Ngan Ng and Jin Sun

Part III Informal and Formal Mathematics and the Transition to School

16 Early Mathematics in Play Situations: Continuity of Learning
Hedwig Gasteiger

17 Mathematical Conversations that Challenge Children's Thinking
Jill Cheeseman

18 Transition to School: Supporting Children's Engagement in Mathematical Thinking Processes
Liz Dunphy

19 Listening to Children's Mathematics in School
Elizabeth Carruthers

Bob Perry is Professor of Mathematics Education in the School of Education and the Research Institute for Professional Practice, Learning and Education at Charles Sturt University, Albury, Australia. Bob's research interests include powerful mathematics ideas in preschool and the first years of school; ethical tensions in researching with children; curriculum continuity as children start school; and starting school within families with complex support needs. Bob has published extensively in journals and books with his latest edited publication entitled Transitions to School: International Research, Policy and Practice released by Springer in 2013.

Amy MacDonald is a Lecturer in Early Childhood Studies in the School of Education and the Research Institute for Professional Practice, Learning and Education at Charles Sturt University, Albury, Australia. Amy's research explores the mathematics experiences and education of infants, toddlers, preschoolers, and children in the early years of primary school; transitions in children's mathematics education; and the contexts in which children develop mathematical understandings. Amy has received a number of awards for her work in these areas, including the Mathematics Education Research Group of Australasia Early Career Award in 2011.

Ann Gervasoni is Senior Lecturer in Mathematics Education at Australian Catholic University, Ballarat, Australia. Ann has worked in teacher education, teacher professional learning and primary education for 32 years. Ann was a member of the research team for the Early Numeracy Research Project (1999-2001) in Victoria, Australia and research director of the Bridging the Numeracy Gap in Low SES and Aboriginal Communities project in Western Australia and Victoria (2009-2011). Ann's research focuses on mathematics education in early childhood and primary education, mathematics learning difficulties, and community approaches for supporting the learning of those most vulnerable in our community.