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 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.