Early years mathematics

Esther Levenson, Maria G. Bartolini Bussi, Ingvald Erfjord

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


This chapter begins with a discussion of what it means to develop young children's mathematics knowledge and the importance of learning mathematics during the early years. It deals with themes that have continuously interested researchers in Early Years Mathematics (EYM) working group, as well as ideas that have been developed over the European Research in Mathematics Education (CERME) conferences. The chapter looks at connections between this working group and other CERME working groups. It reviews some of the challenges this group faces as well as future research directions. The chapter highlights a few themes that have continuously run through CERME meetings at the EYM group. It discusses balancing agency, free play, guided play, structured materials and teacher guidance. From the first meeting of the EYM group, scholars from different countries brought with them research traditions and related theoretical frameworks that appeared to be strictly linked to cultural contexts. The EYM Working Group faces many difficult, but important and interesting questions.
Original languageEnglish
Title of host publicationDeveloping research in mathematics education
Subtitle of host publicationtwenty years of communication, cooperation and collaboration in Europe
EditorsTommy Dreyfus, Michèle Artigue, Despina Potari, Susanne Prediger, Kenneth Ruthven
Place of PublicationLondon
ISBN (Electronic)9781315113562
StatePublished - 2018


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