Open Mathematics: Open Minds

    My research particularly uncovers teacher pedagogies that support teachers access to and

understanding of children's mathematics (Carruthers, 2022). Some of the premises of this theory is that:

• The mathematics curriculum needs to be wider than a step by step process as children know much

         more about mathematics than is often presented to them.

• Teachers need to understand children's background and cultural knowledge to provide a 

        curriculum that supports and enhances their understanding.

• Teachers who authentically listen to children and are able to accept alternative possibilities provide

        a conducive space for children to grow in their mathematical knowledge.

The blog below gives further insight into Open Mathematics:

Carruthers, E. (2017). Open Mathematics: Open Minds. Community Playthings.