This book presents chapters based on
papers presented at the second POEM conference on early mathematics learning. These
chapters broaden the discussion about mathematics education in early childhood,
by exploring the debate about construction versus instruction. Specific sections
investigate the teaching and learning of mathematical processes and mathematical
content, early childhood teacher development, transitions for young children between
home and preschool, between home and school and between preschool and school. The
chapters use a range of innovative theoretical and methodological approaches which
will form an interesting basis for future research in this area.