The experience-oriented approach to early childhood learning assumes that the way children see, understand, and conceptualize is more basic than skills and knowledge, and that preschools should systematically work on developing children's awareness of different phenomena in the world around them. Content areas in this approach foster children's:…

The powerful role of prior experiences and cultural schemata in guiding novice teachers' conceptions of how to teach is hardly contested. We report on a "reflective practicum" at the very beginning of a pre-service teacher education course that interconnects prior beliefs, reflection-in-action and reflection-on-action and that, in principle,…

The paper describes the rationale and 10-day implementation in a 5th-grade classroom (n=19) of an experimental ratio-and-proportion instructional design. In this constructivist-phenomenological design, coming from our theoretical perspective, design research, and domain analysis, students: (1) link "real-world" and "mathematical" objects…