ABSTRACT
A mathematically-rich environment consists of three inseparable parts: people, spaces and objects. This chapter explores each of these areas and discusses the particular role they play in creating a mathematically-rich environment. It reviews the Early Learning Goals in England to develop the ideas contained there about developing a mathematically-rich environment linked to the specific areas of mathematics. The people in a mathematically-rich environment also see children’s learning as a partnership between the setting and the home environment. The chapter explores this partnership in much more detail but for one should note that any mathematically-rich environment would include practitioners talking with parents about their children’s developing understanding of mathematics. Thinking, making meanings and understanding are significant aspects of mathematics. Elisabeth Carruthers and Maulfry Worthington describe the importance of mark-making in supporting learners’ mathematical understandings. Of course, the outdoor environment gives lots of opportunities for extending mathematical thinking.
