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Back to the future?: Children living in poverty, early childhood centres and mathematics education
Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
2014 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 46, no 7, p. 999-1011Article in journal (Refereed) Published
Abstract [en]

The present call for structured mathematics programmes in preschools continues a trend from the nineteenth century, in which young children's lack of mathematical knowledge was considered to have a detrimental effect on their individual futures and those of the wider society. In this paper, an investigation of the philosophies behind several early childhood programmes shows that there is a long-standing acceptance that those not living in poverty should make decisions about the education, including the mathematics education, that children who are living in poverty should engage in. Consequently, the philosophies behind these programmes, and with them the advocated mathematics education, contribute to a homogenised view of the child. This fails to recognise the attributes that children and their communities have and situates those living in poverty as being deviant. The strong promotion in this century of structured mathematics education programmes is solidifying this homogenising process in a manner not seen in previous early childhood programmes.

Place, publisher, year, edition, pages
Springer, 2014. Vol. 46, no 7, p. 999-1011
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mau:diva-65914DOI: 10.1007/s11858-014-0578-yISI: 000213269500003Scopus ID: 2-s2.0-84919910704OAI: oai:DiVA.org:mau-65914DiVA, id: diva2:1836993
Available from: 2024-02-12 Created: 2024-02-12 Last updated: 2024-02-12Bibliographically approved

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Meaney, Tamsin

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