When ACME extended its remit for mathematics education policy
from 5-19 to 3-19 years, we set out to identify the key issues from
stakeholders. We quickly became aware that this was not a simple
task, due to the complexity of the early years mathematics
landscape and the diversity of policy issues affecting educators in
different contexts. It also quickly became clear that the
mathematicss education and the early years communities needed to
join up: we learned there were lots of gre…[read more]