Reconceptualizing Early Mathematics Learning

Nonfiction, Reference & Language, Education & Teaching, Preschool & Kindergarten, Teaching, Teaching Methods
Cover of the book Reconceptualizing Early Mathematics Learning by , Springer Netherlands
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9789400764408
Publisher: Springer Netherlands Publication: May 9, 2013
Imprint: Springer Language: English
Author:
ISBN: 9789400764408
Publisher: Springer Netherlands
Publication: May 9, 2013
Imprint: Springer
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

More books from Springer Netherlands

Cover of the book Geomagnetic Observations and Models by
Cover of the book Stochastic Processes by
Cover of the book Science Education during Early Childhood by
Cover of the book The Symbolic Species Evolved by
Cover of the book Seeing, Thinking and Knowing by
Cover of the book The Theory and Practice of Institutional Transplantation by
Cover of the book Physiological and Pharmacological Aspects of the Reticulo-Rumen by
Cover of the book Technology and Reality by
Cover of the book International Governance on Environmental Issues by
Cover of the book Myocardial Energy Metabolism by
Cover of the book Technology and Responsibility by
Cover of the book Explaining Photosynthesis by
Cover of the book If Tropes by
Cover of the book Continuous Cover Forestry by
Cover of the book Brain-Computer-Interfaces in their ethical, social and cultural contexts by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy