Early Mathematics Learning in Perspective: Eras and Forces of Change

The character of early mathematics education has changed over the last century not only in terms of the pedagogical approaches to teaching young children, but also in relation to the content and goals of that instruction. In this chapter, we explore psychological, sociocultural, and neurophysiological developments that may have helped to shape these pedagogical trends in early mathematics education. For example, early childhood educators have traditionally advocated for learning through play, but views of its nature and purpose have varied markedly among educational researchers and practitioners. In part, these variations exist as a function of the changing beliefs about children’s cognitive capabilities and about the role of early educational experiences in enhancing the capabilities of young minds. They also mirror shifting psychological orientations toward learning and philosophical perspectives toward knowledge and knowing. An examination of the writings of such influential theorists as Dewey, Thorndike, Piaget, Vygotsky, Flavell, and Rogoff serve to illuminate these shifting orientations toward young minds, mathematics, and the learning of mathematics. Drawing on these writings, we chart the course of early mathematics education in relation to these theoretical underpinnings, consider emerging trends, and address the implications for early mathematics research and practice.