ABSTRACT
Some of our earliest empirical work was carried out in nursery schools (see Walkerdine, 1981; Walden and Walkerdine, 1982). This is important, because so many approaches to the issue have indicated the nursery as the place where the supposed lacks of girls may be put right before it is too late. We have explored current thinking about nursery Mathematics elsewhere (Walkerdine, 1988). Here, we examine the emergence of new practices of Mathematics teaching in nursery and infant school; a move away from rote-learning and chanting tables, learning sums, to the idea that mathematical concepts are produced through action upon a physical and object world.
