the transformations brought about
by processes such as adding and
subtracting.
The goal of early mathematics
education should be to build
“mathematical power” in young
children. This power has three
components: firstly, a positive
disposition to learning and
using mathematics, secondly an
understanding and an appreciation
of the importance of mathematics
and lastly engaging in the process of
mathematical enquiry.
Turning children’s early and
spontaneous mathematics play
into an awareness of mathematical
concepts and skills is an area where
the parents can make a significant
contribution. Here are some ways to
get started:
Raise questions about objects
and events around you
Encourage children to use arithmetic
to answer their own questions. For
example, suppose your child says,
“Daddy wants to know how many
Y
oung children think
mathematically in the
course of their day-to-day
lives without realising it.
They do maths when they measure
and graph the daily growth of bean
seedlings, when they notice the
changing patterns of shadows on a
wall, or when they predict how many
more cups of sand it will take to fill a
hole and then check by counting.
Maybe you put a ladder against
the wall to reach a high shelf, your
children are busy mentally counting
the rungs. The dog may be there
to provide company, but children
compare their height to that of the
dog. They also spontaneously explore
things like patterns, shapes, and
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