Education for Early Mathematical Literacy: More Than Maths Know-How

Helping young students develop mathematical literacy involves promoting their development of mathematical knowledge, but also their ability to adapt and apply mathematical knowledge to a range of tasks. Extensive research has been directed towards the development of large-scale programs that have successfully promoted young children’s acquisition of early mathematical knowledge. Less research has explored the application of mathematic knowledge to tasks which cross disciplinary boundaries. This paper argues for further research of this type, to support the development of approaches that promote comprehensive early mathematical literacy. What is the purpose of early mathematics education? Until recently, mathematics curricula have largely presented mathematics education as being about the production of disciplinary knowledge. That is, as about assisting students to acquire the repertoire of knowledges, skills and practices considered the essential contents of the discipline of mathematics. Mason and Spence (1999) described this type of education as fundamentally concerned with teaching students to know about mathematics. This view of mathematics education has been particularly influential during the first three years of school, deeme