By Lyn D. English, Joanne T. Mulligan
This e-book emanated essentially from matters that the mathematical services of youngsters proceed to obtain insufficient realization in either the study and educational arenas. examine over a long time has printed that youngsters have subtle mathematical minds and a average eagerness to have interaction in a number of mathematical actions. because the chapters during this ebook attest, present examine is exhibiting that childrens are constructing complicated mathematical wisdom and summary reasoning lots in advance of formerly proposal. a number of stories in sooner than tuition and early college settings point out that younger rookies do own cognitive capacities which, with adequately designed and carried out studying studies, can allow sorts of reasoning now not in most cases noticeable within the early years. even if there's a huge and coherent physique of study on person content material domain names equivalent to counting and mathematics, there were remarkably few stories that experience tried to explain features of structural improvement in younger scholars’ arithmetic. jointly, the chapters spotlight the significance of supplying extra fascinating, suitable, and tough 21st century arithmetic studying for our younger scholars. The chapters offer a vast scope of their issues and methods to advancing younger children’s mathematical studying. They comprise reports that spotlight the significance of trend and constitution around the curriculum, experiences that concentrate on specific content material equivalent to data, early algebra, and starting quantity, and experiences that examine how know-how and different instruments can facilitate early mathematical improvement. Reconceptualising the pro studying of academics in selling younger children’s arithmetic, together with a attention of the function of play, is usually addressed.
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Extra info for Reconceptualizing Early Mathematics Learning
2011; van Nes and de Lange 2007). Numerical Structuring Structure has also been a growing theme in the past two decades of research on students’ development of numerical concepts. , Clark and Kamii 1996; Hiebert and Wearne 1992; Lamon 1996; Steffe 1994; Wright 1994). In their studies of the base ten system, Cobb et al. (1997) described first graders’ coordination of units in terms of the structure of collections. Thomas et al. (2002) later identified structural elements of the base ten system (such as grouping, partitioning, and patterning) in students’ images and recordings of the numbers 1 to 100.
Papic, M. , Mulligan, J. , & Mitchelmore, M. C. (2011).
J. (2005). Characterizing a classroom practice that promotes algebraic reasoning. Journal for Research in Mathematics Education, 36, 412–446. Carraher, D. , Schliemann, A. , Brizuela, B. , & Earnest, D. (2006). Arithmetic and algebra in early mathematics education. Journal for Research in Mathematics Education, 37, 87–115. Clark, F. , & Kamii, C. (1996). Identification of multiplicative thinking in students in grades 1–5. Journal for Research in Mathematics Education, 27, 41–51. , & Cheeseman, J.