It is crucial to develop in children the ability to tackle problems with initiative and confidence…mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri, 2006, p.2).
Mathematical understanding influences all areas of life from social to private and civil. Therefore maths education is widely believed to be the single most important aspect to establishing opportunities for young people; unfortunately, many struggle with mathematics and become indifferent as they continue to encounter obstacles with regard to engagement (Anthony & Walshaw, 2009). Knowing a It is imperative that an education professional is able to recognise these learning opportunities and knows how to connect with build upon these everyday practices and concepts to develop a strong and lasting relationship with learning.
A further consideration to learning is the Humanism Learning theory; it is based on the child’s desire to learn. Humanism focuses on human freedom, dignity and individual potential. Humanism is in direct contrast to behaviourism as it argues that people act with intention and values rather than response to reward. Humanism proposes all humans have a hierarchy of needs, thoughts and actions are influenced by these psychological and intellectual needs being meet (Ingleby, 2013) Within a learning environment Humanism can be less effective as it is student centered, meaning it relies solely on learner initiation, motivation and goal setting. It is important to note that a child may disengage with learning and social activities at any time as a result of either internal or external influence; this disengagement will impact the development and learning process of the child. Although not readily applied as a dominant learning practice within education environments, Humanism is considered to be influential in effective early years practices (Ingleby, 2013).
