Education

New technological toys, such as simple robotics, allow young children to engage with complex mathematical processes from an early age. This paper describes pilot data of two case study children, aged five and eight years, exploring a Bee-bot programmable toy. The dynamic capabilities of this tool enabled the children to engage in transformational geometry, iteration of the toy as a unit measure and semiotic processing. The children demonstrated development of problem-solving strategies and relational thinking to plan, program and manipulate the toy through a complex pathway. Their use of kinaesthetic motion mimicked their mathematical thinking and the process of programming the toy provided unique opportunities for action and reflection.

The proliferation of technological tools in Australian mathematics classrooms has not been well supported by evidence-based research, particularly in early mathematics learning. This paper reports two stages of document analysis; a review of recent meta-analyses in early mathematics education and technology, and a quantitative analysis of research published in selected mathematics education research journals over the last five years. The initial review highlights potential affordances of technology for mathematics learning predominantly with older students. The quantitative analysis supports this finding but highlights the limited quantity and scope of publications focused on mathematics learning and technology with young children.

Play is an essential part of young children's lives. This symposium highlights the integral role of play in young children's mathematics learning and examines the teacher's role in facilitating and extending this. Papers examine key tenets of play, contributing to theoretical understandings and presenting data on teacher's perceptions of play and young children's actions in play. Examination of teacher perceptions and young children's experiences of mathematical play identifies potential for development of mathematical concepts beyond embryonic mathematics inherent in play.