Abstract
Current reform for mathematics education calls for the development of each child's “mathematical power” (NCTM, 1989, p.5), which we contend can be developed in very young children. From an ongoing case study of Jaclyn's early mathematics learning at home, we (i) share one child's early mathematical attitudes and strategies, and (ii) discuss how one mother's interactions with her daughter influence and guide “teacher‐student” interactions. Bedtime story reading and everyday game‐like activity are shown to be sources of natural mathematics, in this particular home, where the mother is aware of and acts to encourage the child's mathematical thinking. It is evident that mathematical power, problem solving, and sense making are strongly related for this preschooler. It is also evident that this parent's mediation ‐‐ informed by multiple perspectives of mother, classroom teacher and mathematics researcher ‐‐ plays an important part in such development.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
