ABSTRACT
Everyone has a set of experiences unlike those of any other, and each person’s view of the world is filtered through the sieve of these experiences. Children then, like adults, will always perceive a situation from a framework that is uniquely theirs. Furthermore, any situation can be seen only in the light of individual interpretations. Therefore activities set up in a mathematics lesson can never be considered to be absolute. These experiences are merely the vehicle for thinking, and children use them to make meaning in a way that is possible at that particular stage and time in their learning.
