標(biāo)題: Titlebook: Engaging Families as Children‘s First Mathematics Educators; International Perspe Sivanes Phillipson,Ann Gervasoni,Peter Sullivan Book 2017 [打印本頁(yè)] 作者: postpartum 時(shí)間: 2025-3-21 18:11
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作者: Conspiracy 時(shí)間: 2025-3-21 20:53
Number Storiesr each of these topics, some research on pre-school learning is outlined. The growth of children’s self-concepts as they handle mathematics and the situatedness of learning in varied and everyday, informal learning contexts are supplementary themes of this chapter.作者: 潛移默化 時(shí)間: 2025-3-22 02:10
Parental Perceptions of Access to Capitals and Early Mathematical Learning: Some Early Insights fromFindings indicate that parents in this study are aspirational and value early mathematical learning as key to their children’s success in schooling. Parents’ engagement contributes to their children’s learning and the dynamic learning environment. Parents also advocate that early learning is a share作者: 表主動(dòng) 時(shí)間: 2025-3-22 06:30
Involving Parents in Games and Picture Books the impact on mathematics learning of families with young children regularly playing and reading games and books with mathematical content, like board, dice, and construction games and picture books dealing with counting, enumerating, and Piagetian pre-numerical competencies. These games and books 作者: Collision 時(shí)間: 2025-3-22 09:41
Do Hong Kong Parents Engage in Learning Activities Conducive to Preschool Children’s Mathematics Dev results showed that the three most frequent strategies were counting forward, using real objects to illustrate mathematics concepts and providing prompt questions. SES was only a significant predictor for the use of prompt questions, while children’s class level contributed to the strategies of cou作者: Fecal-Impaction 時(shí)間: 2025-3-22 14:59
Bringing Families and Preschool Educators Together to Support Young Children’s Learning Through Noti sources of mathematics learning. It many ways these discussions provided parents with prompts, inspiration, encouragement and confidence. The interview data also highlight that sustaining communication between the parents and educators across the year was challenging for some. Recommendations arisi作者: Fecal-Impaction 時(shí)間: 2025-3-22 17:05 作者: 狼群 時(shí)間: 2025-3-23 00:09
https://doi.org/10.1007/978-1-4899-5424-4r each of these topics, some research on pre-school learning is outlined. The growth of children’s self-concepts as they handle mathematics and the situatedness of learning in varied and everyday, informal learning contexts are supplementary themes of this chapter.作者: 突變 時(shí)間: 2025-3-23 02:23 作者: 灰姑娘 時(shí)間: 2025-3-23 06:34
Das beginnende Carcinom der Cervix, the impact on mathematics learning of families with young children regularly playing and reading games and books with mathematical content, like board, dice, and construction games and picture books dealing with counting, enumerating, and Piagetian pre-numerical competencies. These games and books 作者: 使腐爛 時(shí)間: 2025-3-23 11:37
Symposium in Immunology I and II results showed that the three most frequent strategies were counting forward, using real objects to illustrate mathematics concepts and providing prompt questions. SES was only a significant predictor for the use of prompt questions, while children’s class level contributed to the strategies of cou作者: 傳授知識(shí) 時(shí)間: 2025-3-23 15:10 作者: Budget 時(shí)間: 2025-3-23 18:56 作者: URN 時(shí)間: 2025-3-23 23:58 作者: 條約 時(shí)間: 2025-3-24 04:23 作者: 繁忙 時(shí)間: 2025-3-24 09:59
Mathematics with Infants and Toddlerscal understanding begins this way and is a social activity that is situated within a context. Communication and interaction are considered key tools that adults can use to support this process. This chapter explores the ways in which infants and toddlers mathematical learning can be enhanced through作者: 顯赫的人 時(shí)間: 2025-3-24 12:56
Enumeration: Counting Difficulties Are Not Always Related to Numbers and to ask them to count how many objects are present. This is certainly useful in order to attain the level of numeracy which is important at school, but it is not sufficient. Parents and educators generally pay little attention to the way in which the objects are pointed to in order to give the r作者: 陪審團(tuán)每個(gè)人 時(shí)間: 2025-3-24 18:33 作者: 詞根詞綴法 時(shí)間: 2025-3-24 20:00 作者: contradict 時(shí)間: 2025-3-25 01:08 作者: adulterant 時(shí)間: 2025-3-25 05:13
Parental Perceptions of Access to Capitals and Early Mathematical Learning: Some Early Insights fromeir family access to resources (in the form of capitals) and the importance of early learning in preparation for formal schooling especially in relation to mathematical learning. A total of 23 parents responded to the Family Educational and Learning Questionnaire, which was administered individually作者: 性冷淡 時(shí)間: 2025-3-25 10:19
Involving Parents in Games and Picture Booksrly learning of their children through creating an inspiring home learning environment in everyday situations. Considering that the first mathematics learning takes place at home and at kindergarten, parents’ involvement supports the academic achievements of young children learning not only during t作者: Curmudgeon 時(shí)間: 2025-3-25 13:40 作者: 臭了生氣 時(shí)間: 2025-3-25 17:41 作者: 600 時(shí)間: 2025-3-25 21:53 作者: 領(lǐng)帶 時(shí)間: 2025-3-26 03:47 作者: POLYP 時(shí)間: 2025-3-26 05:22
Fostering Children’s Everyday Mathematical Knowledge Through Caregiver Participation in Supported Pl. We refer to findings from our work to show how caregiver (e.g. parents, grandparents, aunts) participation in SPinS can contribute to an awareness of children’s learning of mathematical concepts through play. We discuss the findings from our work in relation to ‘everyday mathematics’ and make seve作者: PRO 時(shí)間: 2025-3-26 08:27
Enumeration: Counting Difficulties Are Not Always Related to Numbersight number. This chapter will focus on this aspect of numeracy that has been named “enumeration” by researchers in mathematics education (Brousseau in L’enseignement de l’énumération. International Congress on Mathematical Education, .. .; Briand in Rech Didact Math 19:41–76, .. .).作者: gentle 時(shí)間: 2025-3-26 12:52
Describing the Mathematical Intentions of Early Learning Childhood Experiencesreting the world mathematically and in adapting to the demands of schooling. Based on analysis of research and critique of similar documents, the chapter presents a set of key foci that can inform the design of suggestions in which parents (and educators) can engage with children.作者: 宇宙你 時(shí)間: 2025-3-26 17:18
Fostering Children’s Everyday Mathematical Knowledge Through Caregiver Participation in Supported Plf children’s learning of mathematical concepts through play. We discuss the findings from our work in relation to ‘everyday mathematics’ and make several recommendations aimed at enabling families to engage in everyday mathematics both at SPinS and in the home.作者: Clinch 時(shí)間: 2025-3-26 23:38
https://doi.org/10.1007/978-1-4684-7755-9ight number. This chapter will focus on this aspect of numeracy that has been named “enumeration” by researchers in mathematics education (Brousseau in L’enseignement de l’énumération. International Congress on Mathematical Education, .. .; Briand in Rech Didact Math 19:41–76, .. .).作者: Malfunction 時(shí)間: 2025-3-27 03:17
Electrodynamics of Superconductors,ovides a theoretical as well as practical understanding of the role of the family in the home context. The chapter concludes with a short discussion about further considerations for the future of infant and toddler mathematical research.作者: 冥想后 時(shí)間: 2025-3-27 08:08 作者: accessory 時(shí)間: 2025-3-27 12:04 作者: liposuction 時(shí)間: 2025-3-27 16:14 作者: 多產(chǎn)子 時(shí)間: 2025-3-27 20:17 作者: Delectable 時(shí)間: 2025-3-28 01:53
https://doi.org/10.1007/978-3-642-79446-9emmas for preschool teacher educators are raised and discussed such as if and how teacher educators may act as mediators between preschool teachers and children’s families when promoting early mathematical growth.作者: 保存 時(shí)間: 2025-3-28 03:20
L. A. Sherman,M. Theobald,J. Lustgarten results may have been achieved by drawing on lesson observations. The results provide interesting and valuable insights into the potential of non-school contexts to add mathematical capital to young children.作者: 強(qiáng)制性 時(shí)間: 2025-3-28 07:42
Discerning and Supporting the Development of Mathematical Fundamentals in Early Yearsvities with a child in his home environment during his first 6?years of life. These observations allow us to illustrate how mundane activities can provide the basis for gaining access to, and supporting the further development of a child’s mathematical abilities in interaction with adults and peer.作者: 結(jié)合 時(shí)間: 2025-3-28 11:34 作者: Impugn 時(shí)間: 2025-3-28 17:16 作者: 侵蝕 時(shí)間: 2025-3-28 22:18
Supporting Early Mathematics Learning: Building Mathematical Capital Through Participating in Early results may have been achieved by drawing on lesson observations. The results provide interesting and valuable insights into the potential of non-school contexts to add mathematical capital to young children.作者: 紋章 時(shí)間: 2025-3-28 23:27
2213-9273 e mathematics learning.Includes specific advice on the typesThis book explores how professionals can engage and inspire parents to support their young children’s mathematics learning. Bringing together international experts, researchers and scholars, it proposes a framework for engaging with and sup作者: antenna 時(shí)間: 2025-3-29 04:19 作者: Panther 時(shí)間: 2025-3-29 07:20
S. Slavin,R. Or,E. Naparstek,A. Naglerf children’s learning of mathematical concepts through play. We discuss the findings from our work in relation to ‘everyday mathematics’ and make several recommendations aimed at enabling families to engage in everyday mathematics both at SPinS and in the home.作者: OMIT 時(shí)間: 2025-3-29 14:31 作者: Condyle 時(shí)間: 2025-3-29 19:38 作者: 亂砍 時(shí)間: 2025-3-29 21:54
Formal Power Series and B-Series, and policies recognise early learning as important and how families (and educators) are considered to be an integral part of the learning process in early childhood experiences. This chapter also outlines the organisation of the book including each contribution in this book.作者: AXIS 時(shí)間: 2025-3-30 02:07 作者: Esalate 時(shí)間: 2025-3-30 07:08
978-981-10-9648-8Springer Science+Business Media Singapore 2017作者: 鄙視讀作 時(shí)間: 2025-3-30 11:13
Engaging Families as Children‘s First Mathematics Educators978-981-10-2553-2Series ISSN 2213-9273 Series E-ISSN 2213-9281 作者: Asymptomatic 時(shí)間: 2025-3-30 16:08 作者: 抱怨 時(shí)間: 2025-3-30 19:20 作者: Pseudoephedrine 時(shí)間: 2025-3-30 21:54
