This poster reports on some of the early findings from an analysis of several case studies examining how English Early Years’ teachers conceptualise the whole class interactive phases of mathematics lessons. The poster reported on a comparative examination of the very different approaches adopted by two of the case teachers to the development of young children’s (ages 5-7 years) conceptual and procedural knowledge. The findings highlight the ways in which a laissez-faire, individualistic culture (Hofstede,1986) may fail to construct equal opportunities to young children’s mathematical thinking, learning and experiences.