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Forging Connections in Early Mathematics Teaching and Learning

  • Book
  • © 2018

Overview

Editors:
  1. Virginia Kinnear

    1. School of Education, College of Education, Psychology and Social Work, Flinders University, Bedford Park, Australia

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  2. Mun Yee Lai

    1. Faculty of Education and Arts, School of Education, Australian Catholic University, Fitzroy, Australia

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  3. Tracey Muir

    1. Faculty of Education, College of Arts, Law and Education, University of Tasmania, Launceston, Australia

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  • Addresses key challenges in research, policy and practice in early childhood mathematics education
  • Presents a comprehensive discussion of a variety of mathematics teaching approaches as they relate to young children’s mathematical learning
  • Gathers contributions from an international group of experts

Part of the book series: Early Mathematics Learning and Development (EMLD)

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xi
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  2. Forging Connections in Early Mathematics: Perspectives and Provocations

    • Virginia Kinnear, Mun Yee Lai, Tracey Muir
    Pages 1-15

  3. Early Mathematics Education: A Plea for Mathematically Founded Conceptions

    • Virginia Kinnear, Erich Ch. Wittmann
    Pages 17-35

  4. Powerful Frameworks for Conceptual Understanding

    • Camilla Björklund
    Pages 37-53

  5. Building Connections Between Children’s Representations and Their Conceptual Development in Mathematics

    • Janette Bobis, Jennifer Way
    Pages 55-72

  6. Geometry Learning in the Early Years: Developing Understanding of Shapes and Space with a Focus on Visualization

    • Iliada Elia, Marja van den Heuvel-Panhuizen, Athanasios Gagatsis
    Pages 73-95

  7. A Possible Learning Trajectory for Young Children’s Experiences of the Evolution of the Base-10 Positional Numeral System

    • Mun Yee Lai, Chun Ip Fung
    Pages 97-113

  8. From Cradle to Classroom: Exploring Opportunities to Support the Development of Shape and Space Concepts in Very Young Children

    • Aisling Leavy, Jennifer Pope, Deirdre Breatnach
    Pages 115-138

  9. Mathematizing Basic Addition

    • Allen Leung, Simon Hung
    Pages 139-154

  10. Connecting the Mathematics Identity of Early Childhood Educators to Classroom Experiences for Young Children

    • Sandra M. Linder, Amber M. Simpson
    Pages 155-172

  11. Using Mathematics to Forge Connections Between Home and School

    • Tracey Muir
    Pages 173-190

  12. Young Children’s Reasoning Through Data Exploration

    • Gabrielle Oslington, Joanne T. Mulligan, Penny Van Bergen
    Pages 191-212

  13. Making Connections to Realize Learning Potential in Early Childhood Mathematics

    • Aubrey H. Wang, James P. Byrnes
    Pages 213-238

  14. Funds of Knowledge: Children’s Cultural Ways of Knowing Mathematics

    • Maulfry Worthington
    Pages 239-258

  15. Making Connections Using Multiplication and Division Contexts

    • Jennifer Young-Loveridge, Brenda Bicknell
    Pages 259-272

  16. Slow Maths: A Metaphor of Connectedness for Early Childhood Mathematics

    • Steve Thornton
    Pages 273-284
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Keywords

About this book

This edited book promotes thinking, dialogue, research and theorisation on multiple ways of making connections in mathematics teaching and learning in early childhood education. 

The book addresses some key challenges in research, policy and practice in early childhood mathematics education. It examines diverse ways for learning experiences to connect young children to mathematics, and the importance of forging connections between mathematics and young children’s lives as key elements in their engagement with mathematics.

Each chapter provides research or theoretical provocations and pedagogical implications for connecting children’s lived experiences and ways of learning in mathematics teaching. The chapters are drawn from a range of international authors who raise important ideas within the overall context of current research and consider the theoretical and practical implications of their research.

As such, the book advances current thinking on mathematics teaching and learning for children in the early years from birth to eight years with an emphasis on children aged birth to 5 years. It considers the purpose and value in connecting mathematics teaching and learning to children’s lives, and provides provocations for both educators and researchers on the many under-researched and under-represented aspects of early years mathematics teaching and learning.



Editors and Affiliations

  • School of Education, College of Education, Psychology and Social Work, Flinders University, Bedford Park, Australia

    Virginia Kinnear

  • Faculty of Education and Arts, School of Education, Australian Catholic University, Fitzroy, Australia

    Mun Yee Lai

  • Faculty of Education, College of Arts, Law and Education, University of Tasmania, Launceston, Australia

    Tracey Muir

About the editors

Dr Virginia Kinnear is a Lecturer in Early Childhood Education at Flinders University in South Australia. Her research interests include young children’s statistical learning and thinking, the development of critical and ethical thinking, and the intellectual attributes and processes that support mathematical engagement.

Mun Yee Lai is a Senior Lecturer in Mathematics at the Australian Catholic University. Her research interests are in pre-service teachers’ mathematical knowledge for teaching, teaching for mathematisation, using variation theory, and Chinese primary-school children’s misconceptions in decimal numbers. 

Dr Tracey Muir is a Senior Lecturer in Mathematics Education at the University of Tasmania. Her research interests include effective teaching for numeracy, problem solving in mathematics, the use of ICT in mathematics, and parental involvement in mathematics education.



Bibliographic Information

  • Book Title: Forging Connections in Early Mathematics Teaching and Learning

  • Editors: Virginia Kinnear, Mun Yee Lai, Tracey Muir

  • Series Title: Early Mathematics Learning and Development

  • DOI: https://doi.org/10.1007/978-981-10-7153-9

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Singapore Pte Ltd. 2018

  • Hardcover ISBN: 978-981-10-7151-5Published: 25 January 2018

  • Softcover ISBN: 978-981-13-5595-0Published: 01 February 2019

  • eBook ISBN: 978-981-10-7153-9Published: 12 December 2017

  • Series ISSN: 2213-9273

  • Series E-ISSN: 2213-9281

  • Edition Number: 1

  • Number of Pages: XI, 284

  • Number of Illustrations: 67 b/w illustrations

  • Topics: Mathematics Education, Early Childhood Education, Learning & Instruction

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