Investigating the Mathematical Knowledge and Competences Which Young Children Bring into School

Chapters 1 and 2 pointed to a need for further investigation of teachers' pedagogical subject knowledge which lies between subject content knowledge, on the one hand, and pedagogy, on the other, and is characterized by the ability to represent key concepts and ideas in a variety of ways interesting and meaningful to young children. It requires an appreciation of pupils' existing knowledge, their typical errors and misconceptions.