Fostering Mathematical Thinking in Early Years: The Synergy of Inquiry-Based Learning, Play-Based Activities and Parental Involvement

Dear Colleagues,

This Special Issue aims to provide a platform for scholars working on fostering mathematical thinking in the early childhood ages to discuss the impact of formal, nonformal, and informal education through the contribution of education and parental involvement. Emphasis has been placed on discussing critical perspectives on the development of mathematical thinking in the early childhood ages by using suitable and attractive activities with the contribution of teachers, parents, and the whole surrounding environment. The cognitive development in these ages and the possible acceleration through formal, informal, and nonformal teaching processes are also discussed. An interrelated perspective is the use of appropriate processes with respect to pedagogy, psychology, sociology, and technology findings. Several questions arise. How can we involve parents, through training, in fostering mathematical thinking by using new technological tools? What is the impact of technology as a tool on the development of mathematical thinking in early childhood? Which are the characteristics of appropriate play-based activities in formal and non-formal teaching processes in general and in the case of the development of mathematical thinking in particular? How can inquiry-based processes be used efficiently in the early childhood ages in order to contribute to the development of mathematical thinking? Another main possible issue for discussion relates to the concept of mathematical thinking in the early childhood ages and its relation to the curriculum developed and implemented by different educational systems in preschool education.

Potential topics include, but are not limited to, the following:

• Practice dilemmas derived by different theoretical perspectives on the cognitive development of mathematical thinking in early childhood ages.
• Parental involvement with respect to parents’ knowledge, skills, background, social position, and training.
• Reporting on programmes about the role of play-based activities in early childhood ages.
• Reporting on programmes about the impact of inquiry-based activities in early childhood teaching processes.
• Working with prospective and/or practicing early childhood teachers on issues about the development of mathematical thinking under interdisciplinary contexts.
• The role of technology and social media on the early childhood teachers’ and parents’ training about their role during the ages of early childhood education.
• Essays, systematic reviews, meta-synthesis papers, or meta-analysis papers addressing critical issues in early childhood ages and the development of mathematical thinking.

Prof. Dr. Rita Panaoura
Dr. Chrisa Nitsiou
Guest Editors

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• mathematical thinking
• early childhood ages
• play-based activities
• inquiry-based processes
• parental involvement