ABSTRACT
It has taken a long time for mathematics educators and mathematics education researchers to realize-in any concerted way-that young children,1 especially those who had not yet started school, were capable of anything but the most rudimentary mathematical development. One of us presented a paper to a mathematics education research conference in the 1970s on mathematics in preschools (Perry, 1977). We recall that it was greeted with disdainful remarks such as, “Does this mean that kindergarten [the first year of school] will become a remedial year?”
