Mathematics in Early Childhood and Primary Education (3-8 years): definitions, theories, development and progression

Abstract

The review of research on mathematics learning of children aged 3–8 years is presented in two reports. These are part of the NCCA’s Research Report Series (ISSN 1649–3362). The first report (Research Report No. 17) focuses on theoretical aspects underpinning the development of mathematics education for young children. The second report (Research Report No. 18) is concerned with related pedagogical implications. The key messages from Report No. 17 are presented in this Executive Summary. A View of Mathematics Both reports are underpinned by a view of mathematics espoused by Hersh (1997). That is, mathematics as ‘a human activity, a social phenomenon, part of human culture, historically evolved, and intelligible only in a social context ’ (p. xi). Mathematics is viewed not only as useful and as a way of thinking, seeing and organising the world, but also as aesthetic and worthy of pursuit in its own right (Zevenbergen, Dole, & Wright, 2004). All children are viewed as having an ability to solve mathematical problems, make sense of the world using mathematics, and communicate their mathematical thinking