Learning mathematics

Abstract

This paper looks at the issue of early mathematics instruction and whether or not it needs to be delayed until the more general cognitive developmental abilities have appeared. The notion of ‘readiness’ is considered in relation to early mathematics. Evidence is examined on the question of whether or not logical abilities are necessary prerequisites for learning mathematics. A detailed description is given of the various competencies in numerical mathematics which preschoolers have demonstrated and the cognitive processes which are thought to be involved in the development of these competencies. The implications for mathematics learning are then discussed. The paper concludes by arguing that early mathematics instruction should, from the very beginning, include activities which are designed to facilitate children's understanding of number.

Critical Challenges in Researching Cultural Issues in Mathematics Education

“…Although there have been other child development theories, such as those of Jerome Bruner (see Bruner, 1960), Jean Piaget's work has had the most signi cant in uence on beliefs about what mathematical ideas were considered appropriate for children of different ages (Young-Loveridge, 1987). Piaget's (1990) basic premise was that children progressed through: four great stages, or four great periods, in the development of intelligence: rst, the sensori-motor period before the appearance of language; second, the period from about two to seven years of age, the pre-operational which precedes real operations; third, the period of concrete operations (which refers to concrete objects); and nally after twelve years of age, the period of formal operations, or propositional operations.…”

Inclusive practices in the teaching of mathematics: some findings from research including children with Down syndrome

“…Access to a rich mathematics curriculum is at the heart of inclusive educational practice (Faragher, Hill & Clarke 2016) but issues of a lack of readiness can be seen by teachers as a barrier to that inclusion. Young-Loveridge (1987) argues that readiness is often conceptualised so as to be a limitation to children's access to mathematics. An alternative view is that readiness is linked to the nature of instruction.…”

An Investigation of the Mathematical Knowledge and Competencies which Young Children Bring into School

“…Although Piaget (1952Piaget ( , 1956Piaget ( and 1960 was concerned directly with neither the development of mathematical concepts nor with teaching, there are many studies which have drawn on his work, for instance by seeking to establish a relationship between logical operations and the learning of mathematics. However, whilst performance on Piagetian conservation tasks has repeatedly been found to be associated with mathematics achievement, such correlations have dojie little to enhance understanding of the development of children's mathematical concepts (see Young-Loveridge, 1987 for a fuller review of this area).…”