Question 12
We’ve been looking in detail at the early experiences of numbers. One aspect that is critical is the tension and interplay between discrete and continuous. The tension plays out in questions such as ‘should we be teaching counting first or measuring first?’ ‘Arithmetic or Algebra?’ Of course, we need not see these as either/or questions. But developing them concurrently raises subtle questions on ordering particular exposures, how connections are made and what learners and teachers need to attend to.
