This project addresses a research gap by exploring the development of preschool children’s understanding of the cultural rules and uses of written numerals in everyday environments and contexts, alongside the development of their own production of written numerals. Qualitative data will be collected from a group 3–4-year-old children, in 3 phases, over one year. Participatory data-collection tools are used to involve the children in the study and place their perspectives at the centre. The findings will help educators connect the cultural knowledge of number that children bring to school with classroom-based mathematics.

This project was led by Dr Charis Voutsina (P.I.) and Dr Debbie Stott (Research Fellow). It was sponsored by The Leverhulme Trust.

Please find more information here.