The studies that we did over the past 15 years in the development of early mathematical
thinking (both observational case studies and large-scale quasi-experimental studies) all
converge towards an important conclusion. The emergence of mathematical thinking in
young children is a culturally guided process, wherein mathematical meaning can be
assigned to (spontaneous) actions of the child. These actions can be further developed
through collaborative problem solving with more knowledgeable others in the context of
activities that make sense to the children.