ABSTRACT
It may be concluded that children themselves seem to treat school arithmetic as a setting in which to learn rules and, somehow, feel discouraged from bringing to school their informally acquired knowledge about numbers. If schooling does not contribute very obviously to performance outside school, and vice versa, is the reception teacher, for instance, aware of this knowledge acquired before schooling starts, and, moreover, does she look for ways to access and to use it to support in-school learning?
