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Titlebook: Contemporary Research and Perspectives on Early Childhood Mathematics Education; Iliada Elia,Joanne Mulligan,Christiane Benz Book 2018 Spr

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發(fā)表于 2025-3-21 16:05:32 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Contemporary Research and Perspectives on Early Childhood Mathematics Education
編輯Iliada Elia,Joanne Mulligan,Christiane Benz
視頻videohttp://file.papertrans.cn/237/236677/236677.mp4
概述Considers early childhood mathematics from an international perspective, presenting a broad range of articles by scholars from around the globe.Addresses current research trends, and advances the ongo
叢書名稱ICME-13 Monographs
圖書封面Titlebook: Contemporary Research and Perspectives on Early Childhood Mathematics Education;  Iliada Elia,Joanne Mulligan,Christiane Benz Book 2018 Spr
描述.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
出版日期Book 2018
關鍵詞Mathematics learning; Mathematics teaching; Early childhood learning; Mathematical development in young
版次1
doihttps://doi.org/10.1007/978-3-319-73432-3
isbn_softcover978-3-030-08788-3
isbn_ebook978-3-319-73432-3Series ISSN 2520-8322 Series E-ISSN 2520-8330
issn_series 2520-8322
copyrightSpringer International Publishing AG 2018
The information of publication is updating

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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
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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
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發(fā)表于 2025-3-22 11:44:17 | 只看該作者
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.
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Contemporary Research and Perspectives on Early Childhood Mathematics Education978-3-319-73432-3Series ISSN 2520-8322 Series E-ISSN 2520-8330
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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
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