Introducing the use of KWS in Mathematics in Early Childhood: Insights from Professional Learning

Abstract The use of semiotic resources in the teaching and learning of mathematics has a rich, well-established history in mathematics education, with gestures, and embodied actions recognised as central to supporting young children’s mathematical learning. Key Word Sign (KWS) is a multimodal augmented communication strategy that combines signs and voice. There is a dearth of research that explores the use of KWS as an intentional communication strategy to enhance mathematical meaning-making in early childhood settings. In this paper, we report on two phases of a larger research project investigating how KWS can be systematically incorporated into early mathematics learning. Phase one involved ascertaining staff’s prior knowledge of mathematics in the early years and KWS. Phase two investigated early childhood educators’ and teachers’ use of KWS in mathematics and reports on the strategies and supports provided to staff for implementing KWS. Aligned with the principles of Universal Design for Learning (UDL), incorporating KWS offers multiple means of representation and expression, ensuring that mathematical concepts are accessible to all learners. Our findings highlight a curated set of 20 signs that can be used to support the teaching and learning of position and direction concepts, such as up, down, through and around. The findings suggest that strong potential for KWS to be embedded as a universal strategy. When positioned as a shared, multimodal communication strategy rather than a specialist intervention, KWS can enhance participation, comprehension, and engagement for all learners in mathematics. Structured support can help teachers and educators use KWS intentionally and consistently.