The notion of temporal range is introduced and discussed in this paper. Two dimensions of temporal range are identified: mathematical temporality relating to mathematical ideas, their precursors and horizons; and a mathematical learning temporality where what students say/do provides the ground on which future learning can be built. These interrelated temporal dimensions provide lenses for re-interpreting prior writing on early number teaching in South Africa, written from a variety of theoretical standpoints. Analysis indicates attention within teaching to producing the right answer to the problem being worked on, without simultaneous attention to the broader understandings and longer-term efficiencies needed for autonomous student work with similar and related problems.