ABSTRACT
The vignette for this chapter recalls one kindergarten child’s exploration and investigation of lines and rulers. It links these to the child’s knowledge of literature and documents the impact of provocation from an educator. After explaining the current curriculum and practice situation in Australian early childhood education, the first commentary investigates the provocations used by the educator and the child in the vignette and their reactions to these. Suggestions are made to extend the child’s mathematics learning even further. Building on the early childhood setting’s beliefs and practices about outdoor education, the second commentary notes the importance of provocations by a knowing, flexible, and playful early childhood educator. From a German/Norwegian perspective, the author of the third commentary provides a critique of the traditional approach to teaching measurement ideas and offers a modern approach linked to the Norwegian situation. This commentary provides extensive suggestions for further directions.
