ABSTRACT
This chapter explores creative ways of developing the roots of practical mathematical thinking and activity for very special children. If people think that maths is an abstract subject that begins with counting and is all about juggling numbers and getting answers correct, or naming and theorising about shapes, they are likely to have a negative attitude towards its relevance for pupils who work at very early cognitive levels. The roots of mathematics are essential parts of our social lives long before we can count. Through the sway of their expectations, teachers can be either the greatest asset or a negative influence on children's lives. If our curriculum philosophy begins by thinking about what children cannot achieve, we run the risk of limiting both our ambition for them and their potential.
