Reconceptualizing Early Mathematics Learning

  • Lyn D. English
  • Joanne T. Mulligan

Part of the Advances in Mathematics Education book series (AME)

Table of contents

  1. Front Matter
    Pages I-VIII
  2. Lyn D. English, Joanne T. Mulligan
    Pages 1-4
  3. Kristie J. Newton, Patricia A. Alexander
    Pages 5-28
  4. Joanne T. Mulligan, Michael C. Mitchelmore
    Pages 29-45
  5. Joanne T. Mulligan, Michael C. Mitchelmore, Lyn D. English, Nathan Crevensten
    Pages 47-66
  6. Bob Perry, Sue Dockett
    Pages 149-161
  7. Kristy Goodwin, Kate Highfield
    Pages 205-226
  8. Marja Van den Heuvel-Panhuizen, Iliada Elia
    Pages 227-251
  9. Heidi A. Diefes-Dux, Lindsay Whittenberg, Roxanne McKee
    Pages 309-325
  10. Back Matter
    Pages 327-329

About this book


This book emanated primarily from concerns that the mathematical capabilities of young children continue to receive inadequate attention in both the research and instructional arenas. Research over many years has revealed that young children have sophisticated mathematical minds and a natural eagerness to engage in a range of mathematical activities.  As the chapters in this book attest, current research is showing that young children are developing complex mathematical knowledge and abstract reasoning a good deal earlier than previously thought.  A range of studies in prior to school and early school settings indicate that young learners do possess cognitive capacities which, with appropriately designed and implemented learning experiences, can enable forms of reasoning not typically seen in the early years.  Although there is a large and coherent body of research on individual content domains such as counting and arithmetic, there have been remarkably few studies that have attempted to describe characteristics of structural development in young students’ mathematics.  Collectively, the chapters highlight the importance of providing more exciting, relevant, and challenging 21st century mathematics learning for our young students.  The chapters provide a broad scope in their topics and approaches to advancing young children’s mathematical learning. They incorporate studies that highlight the importance of pattern and structure across the curriculum, studies that target particular content such as statistics, early algebra, and beginning number, and studies that consider how technology and other tools can facilitate early mathematical development. Reconceptualizing the professional learning of teachers in promoting young children’s mathematics, including a consideration of the role of play, is also addressed.


21st century math curriculum for young learners curriculum development early mathematics and science education interdisciplinary learning pattern and structure in early math development young children's complex learning capability

Editors and affiliations

  • Lyn D. English
    • 1
  • Joanne T. Mulligan
    • 2
  1. 1.School of STM EducationQueensland University of TechnologyBrisbaneAustralia
  2. 2.Macquarie UniversitySydneyAustralia

Bibliographic information

  • DOI
  • Copyright Information Springer Science+Business Media Dordrecht 2013
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-94-007-6439-2
  • Online ISBN 978-94-007-6440-8
  • Series Print ISSN 1869-4918
  • Series Online ISSN 1869-4926
  • Buy this book on publisher's site