Titlebook: Engaging Families as Children‘s First Mathematics Educators; International Perspe Sivanes Phillipson,Ann Gervasoni,Peter Sullivan Book 2017

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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

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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

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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

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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, .. .).

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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.

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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.