Contemporary Research and Perspectives on Early Childhood Mathematics Education

  • Iliada Elia
  • Joanne Mulligan
  • Ann Anderson
  • Anna Baccaglini-Frank
  • Christiane Benz

Part of the ICME-13 Monographs book series (ICME13Mo)

Table of contents

  1. Front Matter
    Pages i-vi
  2. Iliada Elia, Joanne Mulligan, Ann Anderson, Anna Baccaglini-Frank, Christiane Benz
    Pages 1-14
  3. Pattern and Structure

  4. Number Sense

    1. Front Matter
      Pages 67-67
    2. Gina Bojorque, Joke Torbeyns, Minna Hannula-Sormunen, Daniël Van Nijlen, Lieven Verschaffel
      Pages 69-86
    3. Sanne Rathé, Joke Torbeyns, Bert De Smedt, Minna M. Hannula-Sormunen, Lieven Verschaffel
      Pages 87-99
  5. Embodied Action and Context

  6. Technology

    1. Front Matter
      Pages 203-203
    2. Herbert P. Ginsburg, Colleen Uscianowski, Ma. Victoria Almeda
      Pages 245-263
  7. Early Childhood Educators’ Professional Issues and Education

    1. Front Matter
      Pages 265-265

About this book


This book brings together a collection of research-based papers on current issues in early childhood mathematics education that were presented in the Topic Study Group 1 (TSG 1) at the 13th International Congress on Mathematical Education (ICME-13), held at the University of Hamburg in 2016. It will help readers understand a range of key issues that early childhood mathematics educators encounter today. 

Research on early childhood mathematics education has grown in recent years, due in part to the well-documented, positive relation between children’s early mathematical knowledge and their later mathematics learning, and to the considerable emphasis many countries are now placing on preschool education. 

The book addresses a number of central questions, including: What is mathematical structural development and how can we promote it in early childhood? How can multimodality and embodiment contribute to early mathematics learning and to acquiring a better understanding of young children’s mathematical development? How can children’s informal mathematics-related experiences affect instruction and children’s learning in different mathematics content areas? What is the role of tools, including technology and picture books, in supporting early mathematics learning? What are the challenges in early childhood mathematics education for teachers’ education and professional development? 


Mathematics learning Mathematics teaching Early childhood learning Mathematical development in young children Teacher professional learning mathematics learning and teaching in early childhood

Editors and affiliations

  • Iliada Elia
    • 1
  • Joanne Mulligan
    • 2
  • Ann Anderson
    • 3
  • Anna Baccaglini-Frank
    • 4
  • Christiane Benz
    • 5
  1. 1.Department of EducationUniversity of CyprusNicosiaCyprus
  2. 2.Faculty of Human SciencesMacquarie UniversityNorth Ryde, SydneyAustralia
  3. 3.Department of Curriculum and PedagogyUniversity of British ColumbiaVancouverCanada
  4. 4.Department of MathematicsUniversity of PisaPisaItaly
  5. 5.Department of Mathematics and Computer ScienceUniversity of Education KarlsruheKarlsruheGermany

Bibliographic information

  • DOI
  • Copyright Information Springer International Publishing AG 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-73431-6
  • Online ISBN 978-3-319-73432-3
  • Series Print ISSN 2520-8322
  • Series Online ISSN 2520-8330
  • About this book