ABSTRACT
On the whole just two of our five senses are made use of by children learning mathematics at Key Stages 1 and 2, namely sight and touch. This chapter explores the thought that we might extend that number to three, and include hearing. (This idea was touched on, of course, by Maria Goulding in chapter 5.) It should be acknowledged at the outset that there is no intrinsic link between constructivism and the idea that we might make more use of sounds within primary mathematics. However, the idea has the advantage of novelty. We have an excuse to explore some more unusual activities while at the same time illustrating further the basic principles for teaching and learning mathematics defended in chapter 2.
