Contents: Part I:Overview.L.P. Steffe, Action Group A1: Early Childhood Years. Part II:Epistemological Chapters.H. Sinclair, Learning the Interactive Recreation of Knowledge. E. von Glasersfeld, Environment and Communication. Part III:Knowledge and Learning Elaboration Chapters.J. Leino, Knowledge and Learning in Mathematics. R.W. Lawler, Constructing Knowledge from Interactions. F. Marton, D. Neuman, Constructivism, Phenomenology and the Origin of Arithmetic Skills. Discussion Chapters--Learning. B. Denvir, Children Learning Mathematics. J. Ainley, Playing Games and Learning Mathematics. P.F. Campbell, Young Children's Concept of Measure. K. Yokochi, Some Aspects of Learning Geometry. Discussion Chapters-Knowledge. G. Wheatley, H. Bebout, Mathematical Knowledge of Young Learners. C.T. Fosnot, Possibility, Necessity, Contradiction, and Probability: Implications for Mathematics Education. J.C. Bergeron, N. Herscovics, Kindergartners' Knowledge of the Preconcepts of Number. T.N. Carraher, A.D. Schliemann, Knowledge of the Numeration System Among Pre-Schoolers. J. Ishida, An Analysis of First-Grade Children's Writing Number Sentences in Solving Word Problems. G. Boulton-Lewis, Young Children's Thinking Strategies and Levels of Capacity to Process Mathematical Information. G. Wheatley, P. Cobb, Analysis of Young Children's Spatial Constructions. L. English, Children's Competence in Forming Combinations. M.A. Clements, G. Del Campo, How Natural is Fraction Knowledge? Part IV:Communication-Elaboration Chapters.F. Lowenthal, Communication in Early Childhood. P. Cobb, Multiple Perspectives. J. Easley, H. Taylor, Conceptual Splatter in Peer Dialogues in Selected Japanese and U.S. First Grade Mathematics Classes. Discussion Chapters - Actual Communication. M. Stephens, Communication in the Mathematics Classroom. B. Wright, Interactive Communication: Constraints and Possibilities. T. Wood, E. Yackel, The Development of Collaborative Dialogue Within Small Group Interactions. M. Lampert, Connecting Inventions with Conventions. N. Nohda, Actual Communication in the Mathematical Classroom. J. Weissglass, J. Mumme, B. Cranin, Fostering Mathematical Communication: Helping Teachers Help Students. Discussion Chapters -- Possible Communication. G. Stanic, Reconstructing Constructivism. J. Bliss, The Nature of Communication in Early Childhood in the Contexts of Home and School. M.B. Bussi, Learning Situations and Experiential Domains Relevant to Early Childhood Mathematics Education. Part V:Environment Elaboration Chapters.R.O. Ohuche, Early Childhood Mathematics and the Environment. T.E. Kieren, Children's Mathematics/Mathematics for Children. L. Burton, What Could Teacher Education Be Like for Prospective Teachers of Early Childhood Mathematics -- With Particular References to the Environment. Discussion Chapters -- Mathematics Curriculum. N. Pateman, D.C. Johnson, Curriculum and Constructivism in Early Childhood Mathematics: Source of Tension and Possible Resolutions. H. Pengelly, Mathematical Learning Beyond the Activity. M. Sumio, Notes on Early Mathematical Experiences. H. Mansfield, The Role of the Teacher in Early Childhood Mathematics. L.P. Steffe, Mathematics Curriculum Design: A Constructivist's Perspective. Discussion Chapters -- Teacher Education. N. James, R. Underhill, Constructivism and Teacher Education for Teachers of Early Childhood Mathematics. L. Hatfield, Preparing Early Childhood Teachers for Construc- tive Mathematical Environments. D. Tirosh, Improving Prospective Early Childhood Teachers Content Knowledge and Attitudes Toward Mathematics. B. D'Ambrosio, Some Problems with Problem Solving: A Brazilian Teacher-Perspective. S. Yoshikawa, Construction of Mathematics Using Comparison and Examination of Children's Mathematical Thinking. N. Reeves, Action Research for Professional Development: Informing Teachers and Researchers. Part VI:Conclusion Survey Chapter.B. Perry, Cultural Perspectives on Success in Early Childhood Mathematics.

Eminent scholars from around the globe gathered to discuss how educational systems would change if the prevailing principles of constructivism were applied to three major aspects of those systems -- knowledge and learning, communication, and environment. This volume provides documentation of the proceedings of this important meeting - - the Early Childhood Action Group of the Sixth International Congress on Mathematics Education.

This international assembly, representing such diverse disciplines as mathematics and math education, epistemology, philosophy, cognitive science, psycholinguistics, and science education, is the first to examine early childhood mathematics education from constructivist and international perspectives in addition to formulating recommendations for future work in the field.