In the attempt to improve mathematical thinking for safeguarding our future
societal needs, there is a worldwide tendency in schools to start training mathematical and
arithmetical operations at an earlier age in children’s development. Recent theoretical
developments and empirical research have pointed to alternative ways of approaching early
mathematical thinking. In these latter approaches, mathematical development in the early
developmental stages is seen as an emerging process in the context of children’s own
activities that contributes to meaningful learning and stimulation of children’s cultural
identity (Bildung approach).