Aspects of numbers challenged in toddlers' play and interaction

International audienceThe aim of this pilot study is to explore when and how toddlers discern aspects of number in exploratory play and communication. Data for analysis consists of video-observations of 23 1-3-year-olds' mathematical activities in preschool, revealing occurrences where toddlers' conceptions of number are challenged. A qualitative analysis informed by Variation theory of learning provides important clues for early mathematics education: toddlers encounter many aspects of number on a daily basis, but their conceptions are rarely challenged. This study will work as a basis for intervention and further studies of the possibility to enhance early mathematics education