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Author: Lyn D. English Publisher: Springer Science & Business Media ISBN: 9400764405 Category : Education Languages : en Pages : 343
Book Description
This book emanated primarily from concerns that the mathematical capabilities of young children continue to receive inadequate attention in both the research and instructional arenas. Research over many years has revealed that young children have sophisticated mathematical minds and a natural eagerness to engage in a range of mathematical activities. As the chapters in this book attest, current research is showing that young children are developing complex mathematical knowledge and abstract reasoning a good deal earlier than previously thought. A range of studies in prior to school and early school settings indicate that young learners do possess cognitive capacities which, with appropriately designed and implemented learning experiences, can enable forms of reasoning not typically seen in the early years. Although there is a large and coherent body of research on individual content domains such as counting and arithmetic, there have been remarkably few studies that have attempted to describe characteristics of structural development in young students’ mathematics. Collectively, the chapters highlight the importance of providing more exciting, relevant, and challenging 21st century mathematics learning for our young students. The chapters provide a broad scope in their topics and approaches to advancing young children’s mathematical learning. They incorporate studies that highlight the importance of pattern and structure across the curriculum, studies that target particular content such as statistics, early algebra, and beginning number, and studies that consider how technology and other tools can facilitate early mathematical development. Reconceptualising the professional learning of teachers in promoting young children’s mathematics, including a consideration of the role of play, is also addressed.
Author: Lyn D. English Publisher: Springer Science & Business Media ISBN: 9400764405 Category : Education Languages : en Pages : 343
Book Description
This book emanated primarily from concerns that the mathematical capabilities of young children continue to receive inadequate attention in both the research and instructional arenas. Research over many years has revealed that young children have sophisticated mathematical minds and a natural eagerness to engage in a range of mathematical activities. As the chapters in this book attest, current research is showing that young children are developing complex mathematical knowledge and abstract reasoning a good deal earlier than previously thought. A range of studies in prior to school and early school settings indicate that young learners do possess cognitive capacities which, with appropriately designed and implemented learning experiences, can enable forms of reasoning not typically seen in the early years. Although there is a large and coherent body of research on individual content domains such as counting and arithmetic, there have been remarkably few studies that have attempted to describe characteristics of structural development in young students’ mathematics. Collectively, the chapters highlight the importance of providing more exciting, relevant, and challenging 21st century mathematics learning for our young students. The chapters provide a broad scope in their topics and approaches to advancing young children’s mathematical learning. They incorporate studies that highlight the importance of pattern and structure across the curriculum, studies that target particular content such as statistics, early algebra, and beginning number, and studies that consider how technology and other tools can facilitate early mathematical development. Reconceptualising the professional learning of teachers in promoting young children’s mathematics, including a consideration of the role of play, is also addressed.
Author: National Research Council Publisher: National Academies Press ISBN: 0309128064 Category : Education Languages : en Pages : 398
Book Description
Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
Author: Judith Sowder Publisher: W. H. Freeman ISBN: 9780716771968 Category : Mathematics Languages : en Pages : 960
Book Description
There is today a greater awareness that elementary mathematics is rich in important ideas and that its instruction requires far more than simply knowing the “math facts” and a handful of algorithms. Mathematics courses for teachers must reflect the intellectual depth and challenge of the elementary school curriculum. The Conference Board of Mathematical Sciences (CBMS) recommends that the preparation of mathematics teachers include courses that develop a “deep understanding of the mathematics they teach,” that are designed to “develop careful reasoning and ‘common sense’ in analyzing conceptual relationships, . . . that develop the habits of mind of a mathematical thinker and that demonstrate flexible, interactive styles of teaching” (CBMS, 2000, pp. 7-8). Judy Sowder, Larry Sowder, and Susan Nickerson recognize and accept the challenge of presenting mathematics to teachers in a manner that addresses these recommendations. In doing so they provide instruction that will lead teachers of mathematics to reconceptualize the mathematics they often think they already know, thus allowing them to develop a deeper understanding of the mathematics they will teach. The authors believe that teachers must know mathematics differently than most people do. Teachers need to know the mathematics they teach in a way that allows them to hold conversations about mathematical ideas and mathematical thinking with their students. A persistent pursuit of explanation is a hallmark of a classroom in which learning is taking place. A common axiom is that teachers teach the way they were taught. Prospective teachers are unlikely to demonstrate flexible, interactive styles of teaching unless they have experienced mathematics taught this way. Instructors of the Reconceptualizing Mathematics courses, however, may not have experienced such instruction themselves. Thus the authors provide many forms of instructional assistance to help instructors better understand the mathematics their prospective teachers need to know, to begin to model teaching strategies that these prospective teachers will be expected to use in their own classrooms, and to assist them in many ways throughout the course.
Author: Iliada Elia Publisher: Springer ISBN: 3319734326 Category : Education Languages : en Pages : 326
Book Description
This book brings together a collection of research-based papers on current issues in early childhood mathematics education that were presented in the Topic Study Group 1 (TSG 1) at the 13th International Congress on Mathematical Education (ICME-13), held at the University of Hamburg in 2016. It will help readers understand a range of key issues that early childhood mathematics educators encounter today. Research on early childhood mathematics education has grown in recent years, due in part to the well-documented, positive relation between children’s early mathematical knowledge and their later mathematics learning, and to the considerable emphasis many countries are now placing on preschool education. The book addresses a number of central questions, including: What is mathematical structural development and how can we promote it in early childhood? How can multimodality and embodiment contribute to early mathematics learning and to acquiring a better understanding of young children’s mathematical development? How can children’s informal mathematics-related experiences affect instruction and children’s learning in different mathematics content areas? What is the role of tools, including technology and picture books, in supporting early mathematics learning? What are the challenges in early childhood mathematics education for teachers’ education and professional development?
Author: Virginia Kinnear Publisher: Springer ISBN: 9811071535 Category : Education Languages : en Pages : 284
Book Description
This edited book promotes thinking, dialogue, research and theorisation on multiple ways of making connections in mathematics teaching and learning in early childhood education. The book addresses some key challenges in research, policy and practice in early childhood mathematics education. It examines diverse ways for learning experiences to connect young children to mathematics, and the importance of forging connections between mathematics and young children’s lives as key elements in their engagement with mathematics. Each chapter provides research or theoretical provocations and pedagogical implications for connecting children’s lived experiences and ways of learning in mathematics teaching. The chapters are drawn from a range of international authors who raise important ideas within the overall context of current research and consider the theoretical and practical implications of their research. As such, the book advances current thinking on mathematics teaching and learning for children in the early years from birth to eight years with an emphasis on children aged birth to 5 years. It considers the purpose and value in connecting mathematics teaching and learning to children’s lives, and provides provocations for both educators and researchers on the many under-researched and under-represented aspects of early years mathematics teaching and learning.
Author: Lyn D. English Publisher: Routledge ISBN: 1134626649 Category : Education Languages : en Pages : 726
Book Description
This third edition of the Handbook of International Research in Mathematics Education provides a comprehensive overview of the most recent theoretical and practical developments in the field of mathematics education. Authored by an array of internationally recognized scholars and edited by Lyn English and David Kirshner, this collection brings together overviews and advances in mathematics education research spanning established and emerging topics, diverse workplace and school environments, and globally representative research priorities. New perspectives are presented on a range of critical topics including embodied learning, the theory-practice divide, new developments in the early years, educating future mathematics education professors, problem solving in a 21st century curriculum, culture and mathematics learning, complex systems, critical analysis of design-based research, multimodal technologies, and e-textbooks. Comprised of 12 revised and 17 new chapters, this edition extends the Handbook’s original themes for international research in mathematics education and remains in the process a definitive resource for the field.
Author: Ulrich Kortenkamp Publisher: Springer Science & Business Media ISBN: 1461446783 Category : Education Languages : en Pages : 326
Book Description
This book will gather current research in early childhood mathematics education. A special focus will be the tension between instruction and construction of knowledge. The book includes research on the design of learning opportunities, the development of mathematical thinking, the impact of the social setting and the professionalization of nursery teachers.
Author: Olivia Saracho Publisher: IAP ISBN: 1607526379 Category : Education Languages : en Pages : 349
Book Description
This volume provides a comprehensive critical analysis of the research in mathematics education for young children. The researchers who conducted the critical analysis focused on the relationship between (1) mathematics learning in the early years and domain specific approaches to cognitive development, (2) the children’s social learning and their developing understanding of math, and (3) the children’s learning in a natural context and their understanding of mathematics concepts. The work of these scholars can help guide those researchers who are interested in pursuing studies in early childhood mathematics in a specific area of study. This volume will facilitate the research conducted by both novice and expert researchers. The volume has accomplished its major goals, which consists of critically analyzing important research in a specific area that would be most useful in advancing the field and provide recommendations for both researchers and educators.
Author: Julie Sarama Publisher: Routledge ISBN: 1135592500 Category : Education Languages : en Pages : 424
Book Description
This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives. At the core of early math experts Julie Sarama and Douglas Clements's theoretical and empirical frameworks are learning trajectories—detailed descriptions of children’s thinking as they learn to achieve specific goals in a mathematical domain, alongside a related set of instructional tasks designed to engender those mental processes and move children through a developmental progression of levels of thinking. Rooted in basic issues of thinking, learning, and teaching, this groundbreaking body of research illuminates foundational topics on the learning of mathematics with practical and theoretical implications for all ages. Those implications are especially important in addressing equity concerns, as understanding the level of thinking of the class and the individuals within it, is key in serving the needs of all children.
Author: Ann Montague-Smith Publisher: Routledge ISBN: 1351745115 Category : Education Languages : en Pages : 311
Book Description
This fourth edition of the bestselling Mathematics in Early Years Education provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics – number and counting, calculation, pattern, shape, measures and data handling – it provides a wide range of practical activities and guidance on how to support young children’s mathematical development. There is also guidance on managing the transition to KS1 and a strong emphasis throughout on creating home links and working in partnership with parents. This new edition has been fully updated to incorporate the latest research and thinking in this area and includes: why mathematics is important as a way of making sense of the world how attitudes to mathematics can influence teaching and learning how children learn mathematics and what they are capable of learning how technology can support maths teaching maths phobia and the impact society has on maths teaching material on sorting, matching and handling data the importance of educating about finance in today’s world ideas for observation and questioning to assess children’s understanding examples of planned activities suggestions for language development assessment criteria. This textbook is ideal for those training to be teachers through an undergraduate or PGCE route, those training for Early Years Professional Status and those studying early childhood on foundation or honours degrees, as well as parents looking to explore how their young children learn mathematics. This will be an essential text for any early years practitioner looking to make mathematics interesting, exciting and engaging in their classroom.
Author: Lyn D. English
Author: Lyn D. English
Author: National Research Council
Author: Judith Sowder
Author: Iliada Elia
Author: Virginia Kinnear
Author: Lyn D. English
Author: Ulrich Kortenkamp
Author: Olivia Saracho
Author: Julie Sarama
Author: Ann Montague-Smith