This chapter commences with a vignette based on the children’s classic Fantastic Mr Fox. After listening to the story, groups of children play features of the story in the outdoors areas of their kindergarten in Norway. With the helpful guidance of their teacher, the children are provoked into making their play more complex and solving the problems created. The first commentary emphasises the important aspects of the Norwegian context which validate the broad view of mathematics where children and teachers together can explore mathematical ideas. The second commentary reinforces the quality of the provocations introduced by the teacher, the importance of links with mathematical language, and the critical nature of problem-solving. The level of engagement of the teacher in her children’s play is highlighted and praised. The third commentary derives from a German context and emphasises the importance of domain-specific knowledge for early childhood educators if child-centred activities are to be effective.