As children make the transition to school, many things may change for them. Among these are the ways they interact with curriculum areas such as mathematics. This paper explores some of these changes by considering examples of children's mathematical experiences in prior-to-school and school settings and analysing them in terms of the mathematical power displayed by the children and the opportunities they have to display this power.
|Number of pages||5|
|Journal||Australian Journal of Early Childhood|
|Publication status||Published - 2005|