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Mathematics for Tomorrow’s Young Children

  • Book
  • © 1996

Overview

Editors:
  1. Helen Mansfield

    1. Curriculum Research & Development Group, University of Hawaii, USA

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  2. Neil A. Pateman

    1. Department of Curriculum & Instruction, University of Hawaii, USA

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    You can also search for this editor in PubMed   Google Scholar

  3. Nadine Bednarz

    1. CIRADE, Université du Québec à Montréal, Canada

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    You can also search for this editor in PubMed   Google Scholar

Part of the book series: Mathematics Education Library (MELI, volume 16)

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Table of contents (21 chapters)

  1. Front Matter

    Pages i-xi
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  4. Contributions to Part Three

    1. Front Matter

      Pages 101-101
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    2. The Psychological Nature of Concepts

      • Efraim Fischbein
      Pages 102-119

    3. What Concepts are and How Concepts are Formed

      • Jean Brun, F. Conne, G. Lemoyne, J. Portugais
      Pages 120-136

    4. Young Children’s Formation of Numerical Concepts: Or 8 = 9 + 7

      • Kathryn C. Irwin
      Pages 137-150

    5. Concept Formation Process and an Individual Child’s Intelligence

      • E. G. Gelfman, L. N. Demidova, N. B. Lobanenko, J. J. Wolfengaut, M. A. Kholodnaja
      Pages 151-163
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Keywords

About this book

Social constructivism is just one view of learning that places emphasis on the social aspects of learning. Other theoretical positions, such as activity theory, also emphasise the importance of social interactions. Along with social constructivism, Vygotsky's writings on children's learning have recently also undergone close scru­ tiny and researchers are attempting a synthesis of aspects ofVygotskian theory and social constructivism. This re-examination of Vygotsky's work is taking place in many other subject fields besides mathematics, such as language learning by young children. It is interesting to speculate why Vygotsky's writings have appealed to so many researchers in different cultures and decades later than his own times. Given the recent increased emphasis on the social nature of learning and on the interactions between student, teacher and context factors, a finer grained analysis of the nature of different theories of learning now seems to be critical, and it was considered that different views of students' learning of mathematics needed to be acknowledged in the discussions of the Working Group.

Editors and Affiliations

  • Curriculum Research & Development Group, University of Hawaii, USA

    Helen Mansfield

  • Department of Curriculum & Instruction, University of Hawaii, USA

    Neil A. Pateman

  • CIRADE, Université du Québec à Montréal, Canada

    Nadine Bednarz

Bibliographic Information

  • Book Title: Mathematics for Tomorrow’s Young Children

  • Editors: Helen Mansfield, Neil A. Pateman, Nadine Bednarz

  • Series Title: Mathematics Education Library

  • DOI: https://doi.org/10.1007/978-94-017-2211-7

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media Dordrecht 1996

  • Hardcover ISBN: 978-0-7923-3998-4Published: 30 June 1996

  • Softcover ISBN: 978-90-481-4690-1Published: 06 December 2010

  • eBook ISBN: 978-94-017-2211-7Published: 09 March 2013

  • Series ISSN: 0924-4921

  • Series E-ISSN: 2214-983X

  • Edition Number: 1

  • Number of Pages: XI, 329

  • Topics: Mathematics Education

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