目次

1 Forging Connections in Early Mathematics: Perspectives and provocations.- 2 Early Mathematics Education: A plea for mathematically founded conceptions.- 3 Powerful Frameworks for Conceptual Understanding.- 4 Building Connections between Children's Representations and their Conceptual Development in Mathematics.- 5 Geometry Learning in the Early Years: Developing understanding of shapes and space with a focus on visualization.- 6 A Possible Learning Trajectory for Young Children's Experiences of the Evolution of the Base-ten Positional Numeral System.- 7  From Cradle to Classroom: Exploring opportunities to support the development of shape and space concepts in very young children.- 8 Mathematizing Basic Addition.- 9 Connecting the Mathematics Identity of Early Childhood Educators to Classroom Experiences for Young Children.- 10 Using Mathematics to Forge Connections between Home and School.- 11 Young Children's Reasoning through Data Exploration.- 12 Making Connections to Realize Learning Potential in Early Childhood Mathematics.- 13 Children's Interests: Cultural ways of knowing Mathematics.- 14 Making Connections using Multiplication and Division Contexts.- 15 Slow Maths: A metaphor of Connectedness for Early Childhood Mathematics.