Overview
- Addresses reconceptualising early mathematics learning and reports on extensive and recent research
- Provides a future-oriented perspective on advancing young children's mathematical development
- Represents an internationally significant, innovative, and powerful approach to promoting young children's mathematical development?
- Includes supplementary material: sn.pub/extras
Part of the book series: Advances in Mathematics Education (AME)
Access this book
Tax calculation will be finalised at checkout
Other ways to access
Table of contents (15 chapters)
-
Front Matter
-
Back Matter
Keywords
About this book
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 children have sophisticated mathematical minds and a natural eagerness to engage in a range of mathematical activities. As the chapters in this book attest, current research is showing that young children are developing complex mathematical knowledge and abstract reasoning a good deal earlier than previously thought. A range of studies in prior to school and early school settings indicate that young learners do possess cognitive capacities which, with appropriately designed and implemented learning experiences, can enable forms of reasoning not typically seen in the early years.  Although there is a large and coherent body of research on individual content domains such as counting and arithmetic, there have been remarkably few studies that have attempted to describe characteristics of structural development in young students’ mathematics. Collectively, the chapters highlight the importance of providing more exciting, relevant, and challenging 21st century mathematics learning for our young students. The chapters provide a broad scope in their topics and approaches to advancing young children’s mathematical learning. They incorporate studies that highlight the importance of pattern and structure across the curriculum, studies that target particular content such as statistics, early algebra, and beginning number, and studies that consider how technology and other tools can facilitate early mathematical development. Reconceptualising the professional learning of teachers in promoting young children’s mathematics, including a consideration of the role of play, is also addressed.
Editors and Affiliations
Bibliographic Information
Book Title: Reconceptualizing Early Mathematics Learning
Editors: Lyn D. English, Joanne T. Mulligan
Series Title: Advances in Mathematics Education
DOI: https://doi.org/10.1007/978-94-007-6440-8
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media Dordrecht 2013
Hardcover ISBN: 978-94-007-6439-2Published: 23 May 2013
Softcover ISBN: 978-94-017-8352-1Published: 20 June 2015
eBook ISBN: 978-94-007-6440-8Published: 09 May 2013
Series ISSN: 1869-4918
Series E-ISSN: 1869-4926
Edition Number: 1
Number of Pages: VIII, 329
Topics: Mathematics Education, Early Childhood Education, Science Education, Curriculum Studies