Number Topics in Early Childhood Mathematics Curricula: Historical Background, Dilemmas, and Possible Solutions

Abstract

During the last 30 years, British and United States factors have strongly influenced number topics in early childhood mathematics curricula: e.g. (a) Cuisenaire, which de-emphasised children's counting; (b) Piaget's theories, still a dominant influence on prenumber and early number; (c) the back-to-basics movement in the United States which continues to influence introductory topics on arithmetical operations; and (d) the re-emphasis on counting. As a result, dominant text series and, to some extent, new curricula are out of touch with current research, and there is an urgent need to review current practice. A recently developed model of young children's numerical development is advanced as a possible basis for such a review. Other relevant research is summarised, including two studies which concluded that, typically, children in the first year of school are under-challenged. The article concludes with recommendations for future Australian research and development in early childhood mathematics.