Engaging families as children's first mathematics educators : international perspectives /
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| Imprint: | Singapore : Springer, [2017] |
|---|---|
| Description: | 1 online resource (259) |
| Language: | English |
| Series: | Early mathematics learning and development Early mathematics learning and development. |
| Subject: | |
| Format: | E-Resource Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/12398800 |
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| 245 | 0 | 0 | |a Engaging families as children's first mathematics educators : |b international perspectives / |c Sivanes Phillipson, Ann Gervasoni, Peter Sullivan, editors. |
| 264 | 1 | |a Singapore : |b Springer, |c [2017] | |
| 300 | |a 1 online resource (259) | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 490 | 1 | |a Early mathematics learning and development | |
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Preface; Contents; Introduction; 1 Engaging Families as the First Mathematics Educators of Children; Abstract; Introduction; Recognition of Early Years Development; Context and Aim of This Book; Contributions in This Book; Conclusion; References; Key Foci and Pedagogical Actions That Support Young Children's Mathematics Learning; 2 Describing the Mathematical Intentions of Early Learning Childhood Experiences; Abstract; Introduction: The Purpose of Defining Mathematics Learning Goals; The Process and Data Used to Define the Learning Goals; Analysis and Synthesis of Particular Content Domains. | |
| 505 | 8 | |a MeasurementTime; Numbers; Shape; Location (Visualising); Patterns; Summary; References; 3 Mathematics with Infants and Toddlers; Abstract; Introduction; Setting the Context; Families as the First Educators of Young Children; How Do Families Help with Mathematical Development at Home?; Communication Between Adult and Child; Assisting with Number Learning; Assisting with Measurement; Assisting with Patterns; Providing Play Opportunities Inside and Outside at Home; Pedagogical Approaches; Variation Theory; The Montessori Approach; Conclusion; References. | |
| 505 | 8 | |a 4 Enumeration: Counting Difficulties Are Not Always Related to NumbersAbstract; What Is and What Is not Enumeration?; Comparing One to One Correspondence and Enumeration; Didactical Engineering and Task Design; Enumeration as a Knowledge in Situation; Enumeration of Fixed Objects; Description of the Game of Hidden Objects; Results of Experimentation; Role of Teachers or Educators; Enumeration of Mobile Objects; Description of the Game of Marked Counters; Analysis of an Observation; Role of Teachers and Educators; Social and School Situations Similar to the Marked Counters Game; Conclusion. | |
| 505 | 8 | |a Spiros and Alissa Play 'Concentration'Numeral Identification: Some Research; Sandi and Her Tablet; Ordinal Number: Some Research; Elouise Plays 'Snakes and Ladders'; Addition: Some Research; Jules Takes Away; Subtraction: Some Research; Building a Police Van; Multiplication: Some Research; Anne and Ruby Share; Partitioning and Sharing: Some Research; Peter and Infinity; Abstraction: Some Research; Conclusion; References; Home Interactions and Learning Experiences That Support Early Mathematical Learning. | |
| 504 | |a Includes bibliographical references. | ||
| 520 | |a This book explores how professionals can engage and inspire parents to support their young children's mathematics learning. Bringing together international experts, researchers and scholars, it proposes a framework for engaging with and supporting parents, including those who are less aware of the crucial development of children's mathematical skills in the early years. Focusing on mathematics learning from birth to 5 years, the book's underlying assumption is that it is possible to offer guidance to professionals working with families with young children concerning how to engage and support families in the area of mathematics learning, including those families who seem alienated from education services. Specifically, the respective chapters present a framework for understanding children's early mathematical development and the important role of families in this regard. They describe effective strategies for engaging families in their children's mathematics learning, including those who are marginalised and experience multiple disadvantages, so that all families can best support their children's mathematical learning and their development of positive attitudes towards learning. In closing, hurdles and opportunities within the systems surrounding family engagement are addressed. | ||
| 650 | 0 | |a Mathematics |x Study and teaching (Early childhood) | |
| 650 | 7 | |a EDUCATION |x Elementary. |2 bisacsh | |
| 650 | 7 | |a Mathematics |x Study and teaching (Early childhood) |2 fast |0 (OCoLC)fst01012270 | |
| 655 | 4 | |a Electronic books. | |
| 700 | 1 | |a Phillipson, Sivanes, |e editor. | |
| 700 | 1 | |a Gervasoni, Ann, |e editor. | |
| 700 | 1 | |a Sullivan, Peter, |d 1948- |e editor. |0 http://id.loc.gov/authorities/names/n97117003 | |
| 776 | 0 | 8 | |i Print version: |z 9811025517 |z 9789811025518 |w (OCoLC)954425984 |
| 830 | 0 | |a Early mathematics learning and development. |0 http://id.loc.gov/authorities/names/no2015087048 | |
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