A theoretical framework to examining mathematical experiences in early childhood: sociomathematical niche

Abstract

Long before starting preschool education, children’s daily discoveries help them develop certain concepts such as numbers and shapes, and they comprise a basis for a formal mathematics education. Thus, dealing with early experiences in an integrative and systematic way is of crucial significance. This study aims to introduce the theoretical framework of the sociomathematical niche which is used to analyze mathematical experiences on multiple levels. The sociomathematical niche take its roots from the developmental niche and presents a theoretical framework to researchers at studies that aim to specify mathematical experiences in terms of cultural aspects. Providing a thorough analysis opportunity of mathematical experiences at different cultures, the sociomathematical niche can be helpful for researchers in describing children’s mathematical learning experiences and to determine strategies that can be used for mathematics education. Additionally, the sociomathematical niche can guide us to see the differences between advantaged and disadvantaged students in early mathematics education and prepare culturally sensitive mathematics programs.