Mathematics before formal schooling

This article is concerned with the learning of mathematics before the commencement of formal schooling. The experiences of two students are described. Four main sets of data were gathered: formal and informal measures of mathematics achievement, the learning environment in the home, and observations during teacher-led sessions concerned with mathematical concepts delivered as part of the regular pre-school program. Particular attention was focused on the nature and quality of the students' interactions with their teacher during these sessions.