Overview
- First ICMI study to provide a broad critical survey of research on early childhood mathematics and Whole Number Arithmetic
- Produced through a comprehensive international study involving leading academics and designers in the field
- Considers trends and future directions for early mathematics teaching and learning
Part of the book series: New ICMI Study Series (NISS)
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Table of contents (20 chapters)
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Front Matter
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Introductory Section
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Front Matter
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Working Group Chapters and Commentaries
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Front Matter
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Keywords
- mathematics teaching and learning in the primary school
- Whole Number Arithmetic
- 23rd ICMI Study
- WNA
- international perspectives on primary math education
- social-cultural diversity of early mathematics teaching
- institutional constraints of early mathematics
- arithmetic word problems
- Whole number thinking, learning and development
About this book
This twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraints into account.
One of the main challenges of designing the first ICMI primary school study of this kind is the complex nature of mathematics at the early level. Accordingly, a focus area that is central to the discussion was chosen, together with a number of related questions. The broad area of Whole Number Arithmetic (WNA), including operations and relations and arithmetic word problems, forms the core content of all primary mathematics curricula. The study of this core content area is often regarded as foundational for later mathematics learning. However, the principles and main goals of instruction on the foundational concepts and skills in WNA are far from universally agreed upon, and practice varies substantially from country to country. As such, this study presents a meta-level analysis and synthesis of what is currently known about WNA, providing a useful base from which to gauge gaps and shortcomings, as well as an opportunity to learn from the practices of different countries and contexts.
Reviews
“The book Building the Foundation: Whole Numbers in the Primary Grades is the documentation of the 23rd ICMI study. For those not familiar with this series, ICMI (International Commission on Mathematical Instruction) studies are international conferences supported by the Executive Committee of the International Commission of Mathematics Instruction. The participants in these conferences together produce a study volume which aims to offer a coherent, state-of-the-art representation of the domain of the study.” (Jorryt van Bommel and Hanna Palmér, Educational Studies in Mathematics, Vol. 100, 2019)
Editors and Affiliations
Bibliographic Information
Book Title: Building the Foundation: Whole Numbers in the Primary Grades
Book Subtitle: The 23rd ICMI Study
Editors: Maria G. Bartolini Bussi, Xu Hua Sun
Series Title: New ICMI Study Series
DOI: https://doi.org/10.1007/978-3-319-63555-2
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018
Hardcover ISBN: 978-3-319-63554-5Published: 16 April 2018
Softcover ISBN: 978-3-030-09696-0Published: 08 January 2019
eBook ISBN: 978-3-319-63555-2Published: 29 March 2018
Series ISSN: 1387-6872
Series E-ISSN: 2215-1745
Edition Number: 1
Number of Pages: XXXI, 536
Number of Illustrations: 157 b/w illustrations
Topics: Mathematics Education, Early Childhood Education, International and Comparative Education, Educational Policy and Politics, Teaching and Teacher Education