Abstract
Children gain experiences that enables them to build concepts through everyday activities, while the use of cultural tools leads them to the development of early mathematical experiences. This paper presents a case study in a public kindergarten classroom in a semi-urban area of Greece (n=21), where discussion and recording of temperature sparked children’s interest in using the thermometer as a cultural tool. By observing children engaging in mathematical experiences related to number construction through a lesson plan it was evident that children tried to explain the use and function of the thermometer.
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