The course would be foundational in nature, helping student-teachers to understand the increasingly sophisticated mathematical thinking that children from infancy to adolescence develop and the conditions for this development. While some ways of thinking and reasoning might develop naturally in the contexts of development, the nature of the discipline of mathematics requires children to think in particular ways which may not be spontaneous or intuitive. The course will, therefore, help student-teachers analyse different conceptions of learning mathematics to identify the conditions in which their students’ learning of mathematics may be nurtured. Thus, the course will provide student-teachers with a developmental understanding of mathematics as well as concepts, ideas, and values to support all children in their learning. The course will also provide opportunities for the application of these ideas to plan and design content and material for teaching-learning.