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

NAVEN

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

凹室

為現(xiàn)場(chǎng)

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

cacophony

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

catagen

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

Interregnum

暫時(shí)中止

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

青少年

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

令人發(fā)膩

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

Onerous

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