{"links":{"self":"http://dataportal.arc.gov.au/NCGP/API/grants/FT250100757"},"data":{"type":"grant-details","id":"FT250100757","attributes":{"code":"FT250100757","administering-organisation":"Charles Sturt University","announcement-administering-organisation":"Charles Sturt University","scheme-name":"ARC Future Fellowships","grant-status":"Active","funding-commencement-year":2025,"years-funded":4,"project-start-date":"2025-07-01","anticipated-end-date":"2029-06-30","grant-summary":"Meaningful assessment in early mathematics. This project aims to develop a suite of mathematical drawing tasks for young children, aligned to the Australian Curriculum: Mathematics and accompanied by analysis tools and professional resources, that enable early years teachers to elicit and assess a range of early mathematical concepts. The project expects to advance knowledge by developing an innovative, evidence-based approach to early mathematics assessment that generates new insights about the mathematical experiences and understandings of children in Foundation to Year 2. The study will adopt a collaborative, design-based research methodology that is expected to enable early years teachers to adopt drawings-based mathematics assessment into everyday classroom practice.","funding-current":1291751.00,"funding-at-announcement":1264129,"investigators-current":[{"title":"Prof","firstName":"Amy","familyName":"MacDonald","roleName":"Future Fellowship","roleCode":"FT","isFellowship":true,"orcidIdentifier":"0000-0001-5983-4980 "}],"investigators-at-announcement":[{"title":"Prof","firstName":"Amy","familyName":"MacDonald","roleName":"Future Fellowship","roleCode":"FT","isFellowship":true,"orcidIdentifier":"0000-0001-5983-4980 "}],"organisations-current":[{"organisationName":"Charles Sturt University","roleName":"Administering Organisation","state":"NSW"}],"organisations-at-announcement":[{"organisationName":"Charles Sturt University","roleName":"Administering Organisation","state":"NSW"}],"field-of-research":[{"isPrimary":true,"code":"3901","name":"Curriculum and Pedagogy","type":"FOR20"},{"isPrimary":false,"code":"390109","name":"Mathematics and Numeracy Curriculum and Pedagogy","type":"FOR20"}],"socio-economic-objective":[{"code":"160101","name":"Early Childhood Education","type":"SEO20"},{"code":"160103","name":"Primary Education","type":"SEO20"}],"international-collaboration":["Norway","United States of America"],"lief-register":[],"achievement-summary":null,"national-interest-test-statement":"Meaningful mathematics assessment is a persistent challenge for teachers and a priority for school leaders and curriculum authorities. The challenges of assessing early mathematical knowledge mean that many young children starting school encounter a great deal of mathematics that they already know, which may in turn trigger boredom and disengagement from mathematics at an early age. Meaningful assessment approaches that enable young children to demonstrate what they know and can do in mathematics are required. Drawing is a powerful medium for children to share their experiences and understandings. This project aims to develop a suite of drawing tasks and accompanying analysis tools and professional resources that cover a range of mathematics topics and are suitable for implementation across the early years of mathematics education. These resources will be publicly available to teachers via a dedicated website in order to promote impact beyond academia and achieve real benefits for teachers and children. By creating meaningful opportunities for young children to share what they have experienced and understand in mathematics, this study increases the potential for these children to have positive early mathematics experiences that will provide them with foundations for future success in mathematics."}}}