Mathematics in Early Childhood and Primary Education (3-8 years) Teaching and Learning

Mathematics in Early Childhood and Primary Education (3-8 years) Teaching and LearningMathematics in Early Childhood and Primary Education (3-8 years) Teaching and Learning

Thérèse Dooley, Elizabeth Dunphy and Gerry Shiel

With Deirdre Butler, Dolores Corcoran, Thérèse Farrell, Siún NicMhuirí, Maura O’Connor, and Joe Travers

International Advisor: Professor Bob Perry

A View of Mathematics

Both volumes are underpinned by a view of mathematics espoused by Hersh (1997): 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. This shift in perspective demands a change in pedagogy – in particular it puts the teaching-learning relationship at the heart of mathematics.

Mathematics in Early Childhood and Primary Education (3-8 years) Teaching and Learning

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