Early Years Mathematics: Introduction to TWG 13

2010

CERME 6, in Lyon 2009, was the 4th meeting of the working group "Cultural diversity and mathematics education" (in previous meetings it was WG10 and it had slightly different titles). The group is particularly interested in understanding learning and teaching mathematics in culturally diverse schools, classrooms and other educational settings. It also acknowledges the relevance of studies on culture and cognition in outside school settings linked with mathematics and, in particular, with ethno mathematics. We constitute a multidisciplinary group that includes researchers from a variety of disciplines, such as mathematics, education, socio-cultural and developmental psychology, philosophy, anthropology, linguistics, sociology, political sciences, etc. We are in ourselves a multinational community that in Lyon included contributors from Belgium,

Nordisk barnehageforskning

HAL (Le Centre pour la Communication Scientifique Directe), 2015

Research in Mathematics Education, 2019

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Teaching Children Mathematics, 2001

HAL (Le Centre pour la Communication Scientifique Directe), 2019

This study explores early childhood mathematics education research from 2000 to 2013 in major journals of mathematics education and prior CERME-Early Years Mathematics papers. The results unfolded that the majority of studies were from English- speaking countries in the journals whereas the majority of CERME papers were from non-English speaking countries. Moreover, the number of empirical articles was superior to other research types. In addition, there was a distinction in terms of popular research topics among the journals and CERME papers. Furthermore, studying with children was popular. An evaluation of results indicated that there should be more papers from various countries, research type, research topic, and research sample to minimize the gap in this field. Keywords: early childhood mathematics education, research trend, systematic review

In the last four years there have been a number of calls for research into many aspects of early childhood mathematics education. As well, there has been an unprecedented increase in Australasian research in this field. How have these two factors matched? That is, are mathematics education researchers studying the aspects of the field that have been identified for further research? This paper provides the beginnings of a discussion around this question by highlighting particular Australasian early childhood mathematics education research endeavours and linking them to recent statements calling for further research in the field.

2012

2003