Matemáticas con dos años

In this article, we review some theoretical ideas that improve our understanding of mathematics from zero to three years, and guideteachers and early childhood educators when theyplan their teaching for these ages. We highlight ideas related to embodied cognition, informal mathematics, emergent mathematics and realistic mathematics education. Then, we describe mathematical experiences from a classroom with children of two years. We conclude with some reflections on the need to articulate theory and practice, in order to interpret teaching practices and children activity. We also point out the direction leading mathematics education of children with zero to three years