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 are that:

•      The mathematics curriculum needs to be broader 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.