Early Mathematics Learning in Perspective: Eras and Forces of Change

Abstract

As the opening chapter in this important volume that looks deeply at the changing and somewhat paradoxical nature of early mathematics learning, our goal is to position those shifting perspectives within a historical framework. By conceptualizing how views of early mathematics learning have taken shape over the past century through the pushes and pulls of both endogenous (internal) and exogenous (external) forces, one can better grasp the re-conceptualization of mathematics learning conveyed within the ensuing chapters. There are perhaps few who would argue with the underlying premise of this book; that the character of early mathematics education has changed dramatically over the last century not only in terms of the pedagogical approaches to teaching young children, but also in relation to the content and goals of that instruction. However, the progression of that change may be less evident and, consequently, worthy of scrutiny. Changes in complex domains such as early childhood mathematics rarely happen abruptly or without inducement. Rather, such transformations seemingly unfold over the course of many years in response to internal and external conditions.