This paper describes some key findings from the analysis of video data comprising part of the SIMERR project “Mathematical thinking of pre-school children in rural and regional Australia: Research and practice”. This analysis focused on the identification of young children’s mathematical thinking as it occurred naturalistically in two different pre-school environments. The broad categories of children’s mathematical thinking drawn from the video data were consistent with those identified by early childhood professionals when they were interviewed as part of the larger study.
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