Schematising in early childhood mathematics education: Why, when and how?

Abstract

SUMMARY Discussions about the beginnings of mathematics education in early childhood are often caught up in a dilemma: should we stimulate spontaneous actions or provide direct instruction about elementary number-related actions? In this article we argue that either approach is problematic and neither is an optimal way of promoting the development of mathematical thinking. Using a socio-cultural perspective, we propose an emergent approach that integrates both the child's personal constructions and the educator's pedagogical responsibilities. From this stance, we conceptualise mathematical thinking as a form of semiotic activity. Early semiotic activity can be identified in schematising activities in early childhood play. Educationally important questions are then: What are our arguments for introducing schematising activities in early childhood education? And how can educators organise schematising activities in early childhood education? This article gives an overview of some theoretical and empirical arguments drawn from learning theory and developmental theory. It also provides theory-driven descriptions of exemplary practices that can be seen as promising starting points for early mathematics education.