Abstract
The first year of primary school aims to be closely connected with early childhood education, yet this is often invisible in the curriculum of specific subjects. This paper sets out an approach that uses mathematical practices as a curriculum tool that reconceptualises school mathematics. Using the early childhood mathematics framework of Te Kākano, the strands of mathematical practices are important descriptors of mathematical activity for children. We describe examples of mathematical learning from both early childhood and the first year of school, and make a case for using mathematical practices as a conceptual tool for designing a mathematics curriculum in the first years of school.
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