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

有惡意

1869-4918 n advancing young children‘s mathematical development.Repres.This book emanated primarily from concerns that the mathematical capabilities of young children continue to receive inadequate attention in both the research and instructional arenas. Research over many years has revealed that young childr

Allege

Rethinking Early Mathematics: What , Research-Based Curriculum for Young Children?,of the second conceptual tool, a framework for developing curricula and teaching strategies. The chapter describes a framework comprising criteria and procedures for creating scientifically-based curricula using learning trajectories.

Formidable

終止

Practices that Support Mathematics Learning in a Play-Based Classroom,teacher-centered practices and privileges play in which a teacher (a) plans and prepares for mathematics learning; (b) builds on children’s understanding, interests and cultural practices; and (c) recognizes and responds to mathematics that emerges in play.

古董

Reconceptualizing Statistical Learning in the Early Years,ta modelling across grades one to three is then addressed. Four main issues arising from the study include the role of task context, children’s posing of investigative questions, their application of conceptual and metarepresentational competence, and the role of model sharing in learning and the transfer of learning.

Lyme-disease

Lyn D. English,Joanne T. MulliganAddresses reconceptualising early mathematics learning and reports on extensive and recent research.Provides a future-oriented perspective on advancing young children‘s mathematical development.Repres

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笨拙處理

Reconceptualizing Early Mathematics Learning978-94-007-6440-8Series ISSN 1869-4918 Series E-ISSN 1869-4926