ABSTRACT
I see these questions orienting us to the fundamental relationship between the child as knowledge builder or grower-the child's mathematics-and the mathematics for children that she or he could know. Any mathematical environment and the environment maker must account for the human knower of mathematics and mathematics as humanly knowable. The central feature of what follows is an orientation to a set of awarenesses about the mathematical environment. This is
prefaced by brief considerations of a view of mathematics itself and a view of humans as knowers that form a basis for such awareness.
