In this article, we question what is an appropriate balance of ordinal and cardinal work in the early learning of number. We see an over-emphasis, in current research and practice, on the cardinal that leads, for example, to only using small numbers. We report on empirical work we have carried out in the UK and Canada that suggests the potential…

Advances in technology have seen a proliferation of touch-screen interfaces available to young children. These screens have changed the way in which young children engage with digital technology; with increased exposure and use, it raises debates about the suitability of integrating digital technology within early childhood settings. There are…

Background: The purpose of this study was to measure the impact of interactive technology in the form of mathematical applications (apps) delivered using iPads on kindergarten children's learning of number sense in a play-based learning environment. Secondly, factors influencing the use of interactive technology in a play-based environment were…