Abstract
Educational programs for young children emerged reasonably early in the history of the United States of America. Its theoretical foundation was based on the thoughts and principles of various early European scholars who differed from one another in their educational theories and how they viewed experiences that would impact on young children’s education, including their mathematics experiences. The movements of Children’s Arithmetic, Mental Arithmetic, the infant school, and the Froebel kindergarten all influenced mathematics in early childhood education. This article reviews the history of mathematics education in relation to the history of early childhood education through the nineteenth century. It also discusses how research in mathematics education attempted to gain its own identity. Throughout history, researchers have identified issues in mathematics education and addressed them, defining the field, and generating a cadre of mathematics researchers.
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Saracho, O.N., Spodek, B. Educating the Young Mathematician: A Historical Perspective Through the Nineteenth Century. Early Childhood Educ J 36, 297–303 (2009). https://doi.org/10.1007/s10643-008-0292-x
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DOI: https://doi.org/10.1007/s10643-008-0292-x