The mathematical journey
The beginning of mathematical development starts from the very early days of a child's life. From birth very young infants are subjected to environmental factors that start them off on their life's mathematical journey. These might include the exposure to 'pattern', in the routine of an infant's day or the repetition of a musical mobile; the feeling of 'space', in the comfort of their swaddling blanket or the freedom to move limbs during nappy-changing; and the sound of 'geometric language', when being held by the carer who uses positional language such as 'up', 'round', 'over' or 'down'.
Much further on in their mathematical journey, by the time older children are at school, the emphasis of mathematics tends to be on 'getting the right answer' and by adulthood most of the mathematical focus of people's lives is on approximations or rough calculations, such as "I wonder how long it will take me to get to work today, considering the rain?" or " Should I throw a bit more garlic in than last time I cooked this?" or " I’ll need to buy two bottles of milk, three loaves of bread and some peanut butter - will I have enough cash to pay for it? Yes $20 should cover that."
Along the way, between these two points of the journey, is the time when mathematics can be more open, playful, full of exploration and active participation, and most importantly initiated by the child. This is where the learning opportunities in the first years of a child's life are vital for nurturing a child's mathematical interest, confidence and competence. It is important then that early childhood educators have the ability and interest to recognise what constitutes 'quality' mathematical learning. Their role is to provide and support experiences that generate this, with infants, toddlers and young children in both their daily routines and in their play.