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001 978-94-007-6440-8
003 DE-He213
005 20140220082942.0
007 cr nn 008mamaa
008 130509s2013 ne | s |||| 0|eng d
020 _a9789400764408
_9978-94-007-6440-8
024 7 _a10.1007/978-94-007-6440-8
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPB
_2bicssc
072 7 _aEDU029010
_2bisacsh
082 0 4 _a370
_223
100 1 _aEnglish, Lyn D.
_eeditor.
245 1 0 _aReconceptualizing Early Mathematics Learning
_h[electronic resource] /
_cedited by Lyn D. English, Joanne T. Mulligan.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2013.
300 _aVIII, 329 p. 140 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aAdvances in Mathematics Education,
_x1869-4918
505 0 _aIntroduction: Lyn English and Joanne Mulligan: Perspectives on Reconceptualising Early Mathematics Learning -- Chapter 1: Kristie J. Newton and Patricia A. Alexander:  Early Mathematics Learning in Perspective: Eras and Forces of Change -- Chapter 2: Joanne Mulligan and Michael Mitchelmore: Early Awareness of Mathematical Pattern and Structure -- Chapter 3: Joanne Mulligan, Lyn English, Michael Mitchelmore, and Nathan Crevensten: Reconceptualising Early Mathematics Learning: The Fundamental Role of Pattern and Structure -- Chapter 4: Lyn English: Reconceptualising Statistical Learning in the Early Years -- Chapter 5: Herb Ginsburg: Cognitive guidelines for the design and evaluation of early mathematics software:The example of MathemAntics -- Chapter 6: Doug Clements and Julie Sarama: Rethinking Early mathematics: What Is Research-Based Curriculum for Young Children? -- Chapter 7: Bob Perry and Sue Dockett: Reflecting on Young Children’s Mathematics Learning -- Chapter 8: Anita Wager: Practices that Support Mathematics Learning in A Play-based Classroom -- Chapter 9: Bert van Oers: Communicating about Number: Fostering Young Children’s Mathematical Orientation in the World -- Chapter 10: Kristy Goodwin and Kate Highfield: A Framework for examining technologies and early mathematics learning -- Chapter 11:  Marja van den Heuvel-Panhuizen and Iliada Elia: The role of picture books in young children’s mathematical learning -- Chapter 12: Marina Papic: Improving numeracy outcomes for young Australian Indigenous children -- Chapter 13: Elizabeth Warren and Jodie Miller: Enhancing teacher professional development for early years mathematics teachers working in disadvantaged contexts -- Chapter 14:  Heidi A. Diefes-Dux, Lindsay Whittenberg, and Roxanne McKee Mathematical modeling at the intersection of elementary mathematics, art, and engineering education.
520 _aThis 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. Reconceptualizing the professional learning of teachers in promoting young children’s mathematics, including a consideration of the role of play, is also addressed.
650 0 _aEducation.
650 0 _aCurriculum planning.
650 0 _aMathematics.
650 0 _aScience
_xStudy and teaching.
650 0 _aEarly childhood education.
650 1 4 _aEducation.
650 2 4 _aMathematics Education.
650 2 4 _aChildhood Education.
650 2 4 _aScience Education.
650 2 4 _aCurriculum Studies.
700 1 _aMulligan, Joanne T.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400764392
830 0 _aAdvances in Mathematics Education,
_x1869-4918
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-6440-8
912 _aZDB-2-SHU
999 _c99893
_d99893