Overview
- Integrates research from developmental and cognitive psychology, neuroscience, and education
- Explores parents’ role in infant and toddler mathematical development
- Compares instructional approaches from first through fourth grades
- Discusses research on typically developing children and those with learning disabilities or at risk of failing mathematics
- Examines effectiveness of commercial mathematics instruction programs
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Table of contents (14 chapters)
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Front Matter
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Infancy and Preschool
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Front Matter
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The Beginnings of Formal Schooling
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Front Matter
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The Elementary School Years
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Front Matter
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Back Matter
Keywords
- Assessment of mathematical learning during early childhood
- Cognition and mathematical development in early childhood
- Commercial mathematics instruction programs for young children
- Counting procedures and principles in early childhood
- Development of mathematical cognition in early childhood
- Early intervention for children with mathematical difficulties
- Home numeracy environment
- Language and mathematics in early childhood
- Mathematical skill development at home
- Mathematical skill development in early childhood
- Mathematics education in early childhood
- Mathematics education in preschool and kindergarten
- Mathematics instructional approaches in elementary school
- Neuroscience of mathematical cognitive development
- Numeracy skills in early childhood
- Parenting and mathematics education
- Role of parents in children’s mathematical development
- Schema-based instruction for young children
- Spatial skills in early childhood
- Young children and mathematical development
About this book
This book explores mathematical learning and cognition in early childhood from interdisciplinary perspectives, including developmental psychology, neuroscience, cognitive psychology, and education. It examines how infants and young children develop numerical and mathematical skills, why some children struggle to acquire basic abilities, and how parents, caregivers, and early childhood educators can promote early mathematical development. The first section of the book focuses on infancy and toddlerhood with a particular emphasis on the home environment and how parents can foster early mathematical skills to prepare their children for formal schooling. The second section examines topics in preschool and kindergarten, such as the development of counting procedures and principles, the use of mathematics manipulatives in instruction, and the impacts of early intervention. The final part of the book focuses on particular instructional approaches in the elementary school years, such as different additive concepts, schema-based instruction, and methods of division. Chapters analyze the ways children learn to think about, work with, and master the language of mathematical concepts, as well as provide effective approaches to screening and intervention.
Included among the topics:
- The relationship between early gender differences and future mathematical learning and participation.
- The connection between mathematical and computational thinking.
- Patterning abilities in young children.
- Supporting children with learning difficulties and intellectual disabilities.
- The effectiveness of tablets as elementary mathematics education tools.
Mathematical Learning and Cognition in Early Childhood is an essential resource for researchers, graduate students, and professionals in infancy and early childhood development, child and school psychology, neuroscience, mathematics education, educational psychology, and social work.
Reviews
Editors and Affiliations
About the editors
Helena P. Osana, Ph.D., is Professor in the Department of Education and Research Chair in Mathematical Cognition and Instruction at Concordia University, Montreal, Quebec. She received her B.Sc. from McGill University, M.A. from the University of British Columbia, and Ph.D. from the University of Wisconsin – Madison. She conducts research on the instructional factors that impact children’s mathematical thinking. Her recent work centres on the impacts of external knowledge representations, including manipulatives, on children’s learning and transfer in elementary mathematics. She is a member of the Center for Research in Human Development at Concordia University.
Donna Kotsopoulos, Ph.D., is a Professor in the Faculty of Arts and Social Science at Huron University (Western University), London, Canada. She received her B.A. and B.Ed. at York University, and her M.Ed. and Ph.D. at the University of Western Ontario. Her research focuses on early mathematical cognition and learning, and organizational behaviour. Her research has resulted in social innovation with the LittleCounters® program – a community and early child care center, play-based early numeracy program. She is the Director of the Mathematical Brains Laboratory and she is the co-Director of the Mathematics Knowledge Network (Ministry of Education, Ontario).
Bibliographic Information
Book Title: Mathematical Learning and Cognition in Early Childhood
Book Subtitle: Integrating Interdisciplinary Research into Practice
Editors: Katherine M. Robinson, Helena P. Osana, Donna Kotsopoulos
DOI: https://doi.org/10.1007/978-3-030-12895-1
Publisher: Springer Cham
eBook Packages: Behavioral Science and Psychology, Behavioral Science and Psychology (R0)
Copyright Information: Springer Nature Switzerland AG 2019
Hardcover ISBN: 978-3-030-12894-4Published: 16 May 2019
Softcover ISBN: 978-3-030-12897-5Published: 15 August 2020
eBook ISBN: 978-3-030-12895-1Published: 07 May 2019
Edition Number: 1
Number of Pages: XI, 274
Number of Illustrations: 28 b/w illustrations, 8 illustrations in colour
Topics: Infancy and Early Childhood Development, Neurosciences, Mathematics Education