標(biāo)題: Titlebook: Contemporary Research and Perspectives on Early Childhood Mathematics Education; Iliada Elia,Joanne Mulligan,Christiane Benz Book 2018 Spr [打印本頁(yè)] 作者: estradiol 時(shí)間: 2025-3-21 16:05
書(shū)目名稱(chēng)Contemporary Research and Perspectives on Early Childhood Mathematics Education影響因子(影響力)
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書(shū)目名稱(chēng)Contemporary Research and Perspectives on Early Childhood Mathematics Education網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱(chēng)Contemporary Research and Perspectives on Early Childhood Mathematics Education被引頻次
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書(shū)目名稱(chēng)Contemporary Research and Perspectives on Early Childhood Mathematics Education讀者反饋
書(shū)目名稱(chēng)Contemporary Research and Perspectives on Early Childhood Mathematics Education讀者反饋學(xué)科排名
作者: esoteric 時(shí)間: 2025-3-21 23:23 作者: Diaphragm 時(shí)間: 2025-3-22 03:39
Book 2018ment 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作者: 浮夸 時(shí)間: 2025-3-22 05:25
2520-8322 oung 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 tools978-3-030-08788-3978-3-319-73432-3Series ISSN 2520-8322 Series E-ISSN 2520-8330 作者: glomeruli 時(shí)間: 2025-3-22 11:44
Renault Technocentre, Le Gradient,y and early numerical abilities at the start of the year. The quality of mathematics education did not contribute to children’s SFON development. The scientific and practical implications of these results are discussed.作者: 無(wú)所不知 時(shí)間: 2025-3-22 13:24 作者: 無(wú)所不知 時(shí)間: 2025-3-22 20:42 作者: anthropologist 時(shí)間: 2025-3-22 23:50
Contemporary Research and Perspectives on Early Childhood Mathematics Education978-3-319-73432-3Series ISSN 2520-8322 Series E-ISSN 2520-8330 作者: 影響帶來(lái) 時(shí)間: 2025-3-23 03:19 作者: Blasphemy 時(shí)間: 2025-3-23 07:10
Cap Gemini / Ernst & Young University,lian Pattern and Structure Project over the past decade. Awareness of Mathematical Pattern and Structure (AMPS) has been identified and measured, and found to be indicative of general mathematical achievement. A revised interview-based assessment, the Pattern and Structure Assessment (PASA) is repre作者: NAVEN 時(shí)間: 2025-3-23 13:40
Cap Gemini / Ernst & Young University,arly patterning competencies and arithmetical achievement at school. Nevertheless, there is insufficient research about the strategies children employ when completing patterning activities and about the development of these competencies in young children. This paper reports data from an explorative 作者: 凹室 時(shí)間: 2025-3-23 15:04 作者: 為現(xiàn)場(chǎng) 時(shí)間: 2025-3-23 18:10
Renault Technocentre, Le Gradient,nt of SFON in Ecuadorian kindergartners as well as the contribution of early numerical abilities and the quality of mathematics education to this development. The participants were 100 kindergartners drawn from 10 classrooms. Children received two SFON tasks, one at the beginning and one at the end 作者: cacophony 時(shí)間: 2025-3-23 23:52
Renault Technocentre, Le Gradient,itiated practice in number recognition during everyday activities, which would enhance their further mathematical development. Consequently, SFON in experimental tasks should be associated with SFON during everyday activities. The present contribution aims to enhance our understanding of this associ作者: catagen 時(shí)間: 2025-3-24 04:23
https://doi.org/10.1007/3-7643-7907-3tion in pre-school and at the beginning of school is focused on numbers. In order to acknowledge children’s mathematical concepts and to build on them, a mathematics intervention program that focused on measurement replaced the usual mathematics curriculum for 40 children entering their first year o作者: Interregnum 時(shí)間: 2025-3-24 07:53 作者: 暫時(shí)中止 時(shí)間: 2025-3-24 14:40
https://doi.org/10.1007/3-7643-7907-3heoretical frameworks which underlie this work and some background information about geometry learning and gestures. The next parts of the chapter aim to give insight into the role of gestures in young children’s geometric thinking in different contexts. Specifically, three case studies are discusse作者: 青少年 時(shí)間: 2025-3-24 18:45
https://doi.org/10.1007/3-7643-7907-3aturally occurring” activities in the home remain understudied. This observational study investigated the types of mathematics that preschoolers engaged in with family members during activities which six middle class mothers identified as contexts for mathematics learning in their home. Across and w作者: 令人發(fā)膩 時(shí)間: 2025-3-24 21:13
Cap Gemini / Ernst & Young University,and the other on number sense (TouchCounts), both deeply rooted in a Papertian approach to technology design that seeks to transform mathematics and, potentially, the teaching and learning of mathematics. Three novel and significant themes have emerged in this work: the temporalizing of early childh作者: Onerous 時(shí)間: 2025-3-25 02:56
https://doi.org/10.1007/3-7643-7907-3Frank and Maracci in Digit Exp Math Educ 1:7–27, .) proposing two chosen iPad apps to children of ages five to six. This study investigates the schemes developed by the children in response to the apps, and the role the educator’s interventions seemed to play in such development. Analyses of the dat作者: 責(zé)怪 時(shí)間: 2025-3-25 03:46 作者: 翅膀拍動(dòng) 時(shí)間: 2025-3-25 08:38 作者: DUST 時(shí)間: 2025-3-25 12:50 作者: 艦旗 時(shí)間: 2025-3-25 17:13 作者: hidebound 時(shí)間: 2025-3-25 20:06 作者: 徹底明白 時(shí)間: 2025-3-26 02:08 作者: 解開(kāi) 時(shí)間: 2025-3-26 04:59
2520-8322 obe.Addresses current research trends, and advances the ongo.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 作者: reserve 時(shí)間: 2025-3-26 08:31 作者: 殺人 時(shí)間: 2025-3-26 14:32
The Influence of Fostering Children’s Patterning Abilities on Their Arithmetic Skills in Grade 1y even lead to advanced arithmetic achievement. Preliminary findings from an intervention study with 51 first grade students show an increase in the children’s arithmetic skills after five?months of explicitly teaching pattern and structure during regular mathematics lessons.作者: 羽毛長(zhǎng)成 時(shí)間: 2025-3-26 18:36
What Schemes Do Preschoolers Develop When Using Multi-touch Applications to Foster Number Sense (anda collected suggest that her interventions privileged and encouraged schemes involving counting, which limited the variety of schemes enacted and the aspects of number sense strengthened through the protocol.作者: 事與愿違 時(shí)間: 2025-3-27 00:04 作者: geriatrician 時(shí)間: 2025-3-27 02:54 作者: ARCH 時(shí)間: 2025-3-27 07:44 作者: monochromatic 時(shí)間: 2025-3-27 11:09
https://doi.org/10.1007/3-7643-7907-3a collected suggest that her interventions privileged and encouraged schemes involving counting, which limited the variety of schemes enacted and the aspects of number sense strengthened through the protocol.作者: Enliven 時(shí)間: 2025-3-27 16:18 作者: catagen 時(shí)間: 2025-3-27 21:40
Book 2018 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 作者: 小母馬 時(shí)間: 2025-3-28 00:02
Cap Gemini / Ernst & Young University,and alignment, equal spacing and partitioning. These groupings were found to be critical to developing coherent mathematical concepts and relationships. Implications for research in early mathematical development are outlined.作者: Oscillate 時(shí)間: 2025-3-28 05:27 作者: 表否定 時(shí)間: 2025-3-28 09:46 作者: 遷移 時(shí)間: 2025-3-28 11:59
Early Childhood Educators’ Issues and Perspectives in Mathematics Educationeliefs, and perceptions influence how they enact these expectations. These competencies can be developed and supported by professional learning. Third, educational programs, resources and activities used in the pre-school environment impact on the mathematical opportunities children engage in at the micro level.作者: Angioplasty 時(shí)間: 2025-3-28 16:24 作者: 懦夫 時(shí)間: 2025-3-28 21:00
https://doi.org/10.1007/3-7643-7907-3nowledge at the beginning and end of the school year. In addition, two case studies and some classroom stories from the intervention are described. Findings indicate that a measurement-based curriculum can stimulate the development of children’s number knowledge and their number sense.作者: 北極熊 時(shí)間: 2025-3-29 02:59 作者: 斜 時(shí)間: 2025-3-29 04:17
https://doi.org/10.1007/3-7643-7907-3d spatial concepts. Finally, a number of concluding remarks are discussed about the multiple uses and contributions of gestures in association with other semiotic resources in the evolution and communication of early understanding of shapes and space.作者: Esalate 時(shí)間: 2025-3-29 10:26
https://doi.org/10.1007/3-7643-7907-3exts and mathematics appeared common across the families, the specific mathematics shared within particular activities often differed according to the semiotic nature of the specific materials, and/or the specific adult-child interactions.作者: 一再困擾 時(shí)間: 2025-3-29 11:36 作者: investigate 時(shí)間: 2025-3-29 16:02 作者: Condense 時(shí)間: 2025-3-29 21:47
Number Sense: The Impact of a Measurement-Focused Program on Young Children’s Number Learningnowledge at the beginning and end of the school year. In addition, two case studies and some classroom stories from the intervention are described. Findings indicate that a measurement-based curriculum can stimulate the development of children’s number knowledge and their number sense.作者: Charitable 時(shí)間: 2025-3-30 03:51 作者: Madrigal 時(shí)間: 2025-3-30 06:58 作者: nephritis 時(shí)間: 2025-3-30 08:45
Math-in-Context: The Types of Math Preschoolers ‘Do’ at Homeexts and mathematics appeared common across the families, the specific mathematics shared within particular activities often differed according to the semiotic nature of the specific materials, and/or the specific adult-child interactions.作者: GOUGE 時(shí)間: 2025-3-30 14:09 作者: optic-nerve 時(shí)間: 2025-3-30 16:57
Research in Early Childhood Mathematics Education Today, understanding of major issues that early childhood mathematics education encounters today and to advancing research, development and practice in this field. The chapters of the book are based on the invited contributions in TSG 1: Early Childhood Mathematics Education at ICME-13. The chapters provi作者: Eviction 時(shí)間: 2025-3-30 23:19 作者: 上釉彩 時(shí)間: 2025-3-31 03:28
Repeating Pattern Competencies in Three- to Five-Year Old Kindergartners: A Closer Look at Strategiearly patterning competencies and arithmetical achievement at school. Nevertheless, there is insufficient research about the strategies children employ when completing patterning activities and about the development of these competencies in young children. This paper reports data from an explorative
