Titlebook: Reconceptualizing Early Mathematics Learning; Lyn D. English,Joanne T. Mulligan Book 2013 Springer Science+Business Media Dordrecht 2013 2

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intuition

Early Awareness of Mathematical Pattern and Structure,ical ideas much earlier, and in more complex ways, than previously considered. A suite of studies with 4- to 8-year old students has shown that an awareness of mathematical pattern and structure is both critical and salient to mathematical development among young students. We provide a rationale for

破布

FUSE

Reconceptualizing Statistical Learning in the Early Years,us on data modelling. An increasingly important component of young children’s mathematical development, data modelling draws upon their abilities to impose structure on complex data, detect relationships between seemingly diverse concepts and representations, and organise, structure, visualise, and

同音

Cognitive Guidelines for the Design and Evaluation of Early Mathematics Software: The Example of ,,ications are limited in focus and do not promote conceptual knowledge. This chapter explores how cognitive psychology can inform the design and evaluation of software for early mathematics education so as to promote conceptual understanding, problem solving, and the excitement of learning. We propos

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情感

,Reflecting on Young Children’s Mathematics Learning,schools and the early years of school in the state of South Australia. Using the constructs of powerful mathematical ideas, pedagogical inquiry, and learning stories, the educators have developed . which use children’s work samples to map the development of the powerful mathematical ideas represente

夸張

Practices that Support Mathematics Learning in a Play-Based Classroom,ages increasingly academic practices in early childhood classrooms, the case study presented here provides an example of how teachers’ purposeful practices can provide children with rich opportunities to learn powerful mathematics. I propose an interpretation of ‘focused’ instruction that minimizes

coagulate

,Communicating About Number: Fostering Young Children’s Mathematical Orientation in the World,can be fostered from an early age by helping children with exploring their actual play situations from the perspective of number, and with translating number related problems into thinking objects that are accessible for mathematical refinement (i.e. mathematising). Through observational studies of