Journal of the Mathematics Council of the Alberta Teachers’ Association
Volume 48 Issue 2, June 2011
25 – 31
Kimberly A Gravel
Research with infants has demonstrated their ability to recognize and discriminate among small numbers of objects (Clements and Sarama 2009; Cross et al 2009; Varol and Farran 2006). Other studies have revealed the use of complex and sophisticated mathematical ideas emerging in children’s play and everyday moments (Clements and Sarama 2009; Ginsburg, nd). These everyday experiences are the beginning of young children’s interest in and understanding of the world from a mathematical perspective. However, this capability and the resulting opportunities for young children to learn and become competent in mathematics are, for the most part, not currently recognized or achieved in many early childhood and child care settings. How, then, can I bring an awareness of early mathematics to my work in child care with infants and toddlers? In this paper I will describe how, through the use of pedagogical documentation, I gained insight into children’s mathematical learning.
