On frank note, I had assumed that math is all about formulas, formulas and more formulas. In "times of complication", a calculator has to be even whipped out to depict the array displays of numerals and to "prove that the formulas are effective after all". Since young, math had been an interest to me as it is able to distinguish itself from other subjects through its "mind boggling characteristics".

Nonetheless, the textbook serves as an eye-opener for me as it occurred to me through the readings that in the midst of self-proclaiming that I appreciate math, I had in actual fact viewed math superficially as a subject to merely challenge an individual's mental state of alertness *(which is definitely needed to "work out the answers")*.

Through the readings, it reviewed my perspectives on math as the authors shared an in depth knowledge on the different aspects of math. The authors drew a connection between math and the theories* (which I had taken for granted and least expect them to be applicable to math)* that were introduced and were familiar among early childhood educators. I agree with the authors pertaining to the characteristics that a teacher of math should possess - knowledge of mathematics, persistence, positive attitude, readiness for change and reflective disposition. These are essential traits that must be possessed as these characteristics has an impact on the degree and extend of children learning. They are vital in making or breaking the child's interest in math. I believe that early childhood educators are mirrors for children, thus an educator's attitude and receptiveness towards math will be rubbed off onto the children resulting in either an enjoyment or detestation for math. The text also provided an insight and served as a bridging point for me as I reflected on my prior experiences with math in terms of the process of solving the sums via models, mental calculations or technology. A connection was drawn in aspects of the rationale behind the methods linking theories, proficiency and implications giving rise to "why I did what I have done in math".

I had indeed underestimated the vastness of math.