ABSTRACT
For over a century, views of young children's mathematics have differed widely. The recent turn of the century has seen a dramatic increase in attention to the mathematics education of young children. Our goal is to synthesize relevant research on the learning of mathematics from birth into the primary grades from multiple perspectives. This reveals a field that is fascinating in its new findings, that promises practical guidelines and suggestions for teaching and advances in theory. As just one example, Jean Piaget's genetic epistemology, as the study of the origins of knowledge itself, has never been more deeply developed or empirically tested than in recent research on early mathematics learning.
