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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Inferential communication : bridging the gap between intentional and ostensive communication in non-human primates Warren, Elizabeth; Call, Josep. - 2022 BASE Show details 2 The Aesthetic of the Grotesque in Post-Franco Spain Warren, Elizabeth Mary. - : eScholarship, University of California, 2018 In: Warren, Elizabeth Mary. (2018). The Aesthetic of the Grotesque in Post-Franco Spain. UCLA: Spanish 0882. Retrieved from: http://www.escholarship.org/uc/item/2mv320fn (2018) BASE Show details 3 Exploring ESL students’ understanding of mathematics in the early years: factors that make a difference Miller, Jodie; Warren, Elizabeth. - : Springer Netherlands, 2014 BASE Show details 4 Supporting young ESL students from disadvantaged contexts in their engagement with mathematics: Teachers' pedagogical challenges Warren, Elizabeth; Harris, Katherine; Miller, Jodie. - : Routledge, 2014 BASE Show details 5 Young Australian Indigenous students' effective engagement in mathematics: The role of language, patterns, and structure Warren, Elizabeth; Miller, Jodie. - : Springer Netherlands, 2013 BASE Show details 6 Indigenous children's ability to pattern as they enter kindergarten/pre-prep settings: An exploratory study Warren, Elizabeth; Miller, Jodie. - : MERGA, 2010 Abstract: The gap between young Indigenous and non-Indigenous children’s capability within mathematics is widely acknowledged. This gap is conjectured to exist at all levels of schooling, including pre-school, and widens as children mature. Most of these findings are based on research relating to children’s understanding of number and space. Little is known about what knowledge Indigenous students bring to early years settings with regard to patterning, an area that is widely acknowledged as fundamental to the development of concepts, process and knowledge of mathematics. One on one interviews were conducted with 35 Indigenous children (average age 4 years and 4 months) as they entered kindergarten. The results indicate that these children do enter these settings with some intuitive understanding of repeating pattern, and that this knowledge is at odds with the hypothesised learning trajectory (Samara & Clements, 2009) for repeating patterns. URL: https://espace.library.uq.edu.au/view/UQ:ca7ec42 BASE Hide details

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