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Mathematics Education in the Early Years

Results from the POEM4 Conference, 2018

  • Book
  • © 2020

Overview

Editors:
  1. Martin Carlsen

    1. Department of Mathematical Sciences Faculty of Engineering and Science, University of Agder, Kristiansand, Norway

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  2. Ingvald Erfjord

    1. Department of Mathematical Sciences Faculty of Engineering and Science, University of Agder, Kristiansand, Norway

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  3. Per Sigurd Hundeland

    1. Department of Mathematical Sciences Faculty of Engineering and Science, University of Agder, Kristiansand, Norway

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  • Collects research topics presented at the fourth POEM conference
  • Guides reader through a variety of research aims and issues related to early mathematics learning
  • Offers a unique volume in a relatively new but vivid research area, which has increasing effect on educational and public policy

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Table of contents (25 chapters)

  1. Front Matter

    Pages i-xix
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  2. Early Years Mathematics: Semiotic and Cultural Mediation

    • Maria G. Bartolini Bussi
    Pages 1-21

  3. Young Children’s Early Mathematical Competencies: The Role of Mathematical Focusing Tendencies

    • Lieven Verschaffel, Sanne Rathé, Nore Wijns, Tine Degrande, Wim van Dooren, Bert De Smedt et al.
    Pages 23-42

  4. Play and the Production of Subjectivities in Preschool

    • Luis Radford
    Pages 43-60

  5. Children’s Mathematical Reasoning

    1. Front Matter

      Pages 61-61
      Download chapter PDF

    2. Copying and Comparing Repeating Patterns: Children’s Strategies and Descriptions

      • Pessia Tsamir, Dina Tirosh, Ruthi Barkai, Esther Levenson
      Pages 63-78

    3. Patterning as a Mathematical Activity: An Analysis of Young Children’s Strategies When Working with Repeating Patterns

      • Miriam M. Lüken
      Pages 79-92

    4. Preschoolers’ Ways of Using Fingers in Numerical Reasoning

      • Camilla Björklund, Maria Reis
      Pages 93-107

    5. Young Children’s Cross-Domain Mapping of Numerosity in Path Navigation

      • Morten Bjørnebye, Thorsteinn Sigurjonsson
      Pages 109-126

    6. Mathematical Problem-Solving Visualised in Outdoor Activities

      • Magni Hope Lossius, Torbjørn Lundhaug
      Pages 127-141

    7. Making Choices and Explaining Them: An Experiment with Strategy Games in Kindergarten

      • Marina De Simone, Cristina Sabena
      Pages 143-159

    8. Measuring Rice in Early-Childhood Education Activities: A Bridge Across Discrete and Continuous Magnitudes

      • Maria Mellone, Anna Baccaglini-Frank, Francesca Martignone
      Pages 161-176

    9. The Semiotic Resources Children Use in Their Explanations of Hypothetical Situations

      • Elena Severina, Tamsin Meaney
      Pages 177-198

    10. Drawings, Gestures and Discourses: A Case Study with Kindergarten Students Discovering Lego Bricks

      • Benedetto Di Paola, Antonella Montone, Giuditta Ricciardiello
      Pages 199-212

    11. Perceiving and Using Structures When Determining the Cardinality of Sets: A Child’s Learning Story

      • Priska Sprenger, Christiane Benz
      Pages 213-227

    12. “A Triangle Is Like a Tent”: Children’s Conception of Geometric Shapes

      • Andrea Maier, Christiane Benz
      Pages 229-248

    13. Framing Mathematics Teaching with Narratives: The Ambiguity of Goldilocks

      • Hanna Palmér, Camilla Björklund
      Pages 249-262

    14. Kindergarten Teacher’s Knowledge to Support a Mathematical Discussion with Pupils on Measurement Strategies and Procedures

      • Milena Soldá Policastro, Alessandra Rodrigues de Almeida, Miguel Ribeiro, Arne Jakobsen
      Pages 263-279

    15. The Materialisation of Children’s Mathematical Thinking Through Organisation of Turn-Taking in Small Group Interactions in Kindergarten

      • Svanhild Breive
      Pages 281-299

    16. Mathematical Activity in Early Childhood and the Role of Generalization

      • Marianna Tzekaki
      Pages 301-313
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Keywords

About this book

This book gives insights in the vivid research area of early mathematics learning. The collection of selected chapters mirrors the research topics presented at the fourth POEM conference in May 2018. Thematically, the volume reflects the importance of this evolving area of research, which has begun to attract attention in the spheres of education and public policy due to increased interest in early years learning. The research foci of the chapters comprise children’s mathematical reasoning, early years mathematics teaching, and the role of parents for children’s mathematical development. The 2018 conference included a wider range of researchers than previous years.

Editors and Affiliations

  • Department of Mathematical Sciences Faculty of Engineering and Science, University of Agder, Kristiansand, Norway

    Martin Carlsen, Ingvald Erfjord, Per Sigurd Hundeland

About the editors

Martin Carlsen is a Professor in the Department of Mathematical Sciences at the University of Agder.

Ingvald Erfjord is an Associate Professor in the Department of Mathematical Sciences at the University of Agder.

Per Sigurd Hundeland is an Associate Professor in the Department of Mathematical Sciences at the University of Agder.

Bibliographic Information

  • Book Title: Mathematics Education in the Early Years

  • Book Subtitle: Results from the POEM4 Conference, 2018

  • Editors: Martin Carlsen, Ingvald Erfjord, Per Sigurd Hundeland

  • DOI: https://doi.org/10.1007/978-3-030-34776-5

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Switzerland AG 2020

  • Hardcover ISBN: 978-3-030-34775-8Published: 14 March 2020

  • Softcover ISBN: 978-3-030-34778-9Published: 14 March 2021

  • eBook ISBN: 978-3-030-34776-5Published: 13 March 2020

  • Edition Number: 1

  • Number of Pages: XIX, 448

  • Number of Illustrations: 28 b/w illustrations, 132 illustrations in colour

  • Topics: Mathematics Education, Early Childhood Education, Learning & Instruction, Teaching and Teacher Education

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