view of mathematics and a child-centred theory of school mathematics and schooling. When child-centredness is opposed to mathematics-centredness, the result is a focus on the experience of the child as opposed to engagement with mathematics. This may be at the expense of mathematics, failing to develop mathematical concepts and structures to a sufficient depth to give children confidence in their use as ‘tools for thought’ (Mellin-Olsen,1987). Further, if learning experiences are not compartmentalized into subject areas, the learner may not develop a sense of mathematics, and the unique characteristics of its knowledge and methods of inquiry.