• Ola Helenius
  • Maria L. Johansson
  • Troels Lange
  • Tamsin MeaneyEmail author
  • Anna Wernberg


In this chapter, we introduce the conference from which the chapters in this book originated. Then we discuss some of the background issues in order to describe the need for discussing issues to do with construction and instruction in early childhood mathematics. In particular, we discuss the evidence to do with whether children can learn mathematics through play and the role of the teacher in this discussion. Finally, we discuss the chapters in relation to the “dance of construction with instruction”.


Holistic development Reproducer of knowledge Historical overview of early childhood centres Early childhood philosophies Socially-empty spaces Manipulatives Global rationales for early childhood centres Early childhood curricula 


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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  • Ola Helenius
    • 1
  • Maria L. Johansson
    • 2
  • Troels Lange
    • 3
  • Tamsin Meaney
    • 3
    Email author
  • Anna Wernberg
    • 4
  1. 1.National Centre for Mathematics, Gothenburg UniversityGothenburgSweden
  2. 2.Luleå Technical UniversityLuleåSweden
  3. 3.Bergen University CollegeBergenNorway
  4. 4.Malmö UniversityMalmöSweden

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