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Mathematik und Übergang zur Schule: Internationale Perspektiven von Bob Perry (E
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eBay-Artikelnr.:364695678791
Artikelmerkmale
- Artikelzustand
- ISBN-13
- 9789812872142
- Book Title
- Mathematics and Transition to School
- ISBN
- 9789812872142
- Subject Area
- Education
- Publication Name
- Mathematics and Transition to School : International Perspectives
- Publisher
- Springer
- Item Length
- 9.3 in
- Subject
- Educational Psychology, Early Childhood (Incl. Preschool & Kindergarten), Teaching Methods & Materials / Mathematics
- Publication Year
- 2015
- Series
- Early Mathematics Learning and Development Ser.
- Type
- Textbook
- Format
- Hardcover
- Language
- English
- Item Weight
- 225.3 Oz
- Item Width
- 6.1 in
- Number of Pages
- Xiv, 330 Pages
Über dieses Produkt
Product Identifiers
Publisher
Springer
ISBN-10
9812872140
ISBN-13
9789812872142
eBay Product ID (ePID)
202728256
Product Key Features
Number of Pages
Xiv, 330 Pages
Language
English
Publication Name
Mathematics and Transition to School : International Perspectives
Publication Year
2015
Subject
Educational Psychology, Early Childhood (Incl. Preschool & Kindergarten), Teaching Methods & Materials / Mathematics
Type
Textbook
Subject Area
Education
Series
Early Mathematics Learning and Development Ser.
Format
Hardcover
Dimensions
Item Weight
225.3 Oz
Item Length
9.3 in
Item Width
6.1 in
Additional Product Features
Intended Audience
Scholarly & Professional
Reviews
"Bob Perry, Amy MacDonald, and Ann Gervasoni present various international viewpoints on two important aspects of every child's life: learning mathematics and starting primary or elementary school. ... This book offers a great selection of viewpoints on how early childhood students enter into school and the various techniques used to teach and learn mathematics. ... this book being read and appreciated by a wide variety of teachers and administrators." (Peter Olszewski, MAA Reviews, April, 2015)
Dewey Edition
23
Number of Volumes
1 vol.
Illustrated
Yes
Dewey Decimal
372.709
Table Of Content
1 Mathematics and Transition to School: Theoretical Frameworks and Practical Implications.- Part I The Mathematics Young Children Bring to the First Year of School.- 2 Swimming Upstream in a Torrent of Assessment.- 3 Assessing Young Children's Mathematical Understanding: Opportunities and Expectations at the Transition to School.- 4 Children's Mathematical Knowledge Prior to Starting School and Implications for Transition.- 5 Transition to School: Prior to School Mathematical Skills and Knowledge of Low-Achieving Children at the End of Grade 1.- 6 Let's Count: Early Childhood Educators and Families Working in Partnership to Support Young Children's Transitions in Mathematics Education.- 7 The Role of the Home Environment in Children's Early Numeracy Development: A Canadian Perspective.- 8 Mathematics Teachers Responding to Children's Resources to Create Learning for All.- Part II Continuity of Mathematics Curriculum and/or Pedagogy as Children Begin School.- 9 The Relationship Between Policy and Practice in the Early Mathematics Curriculum for Reception-Class Children in England.- 10 Scaling Up Early Mathematics Interventions: Transitioning with Trajectories and Technologies.- 11 Partnerships that Support Children's Mathematics During the Transition to School: Perceptions, Barriers and Opportunities.- 12 The Culture of the Mathematics Classroom During the First School Years in Finland and Sweden.- 13 A New Zealand Perspective: Mathematical Progressions from Early Childhood to School through a Child Centred Curriculum?.- 14 The Impact of a Patterns and Early Algebra Program on Children's Learning in Transition to School in Australian Indigenous Communities.- 15 Preschool Mathematics Learning and School Transition in Hong Kong.- Part III Informal and Formal Mathematics and the Transition to School.- 16 Early Mathematics in Play Situations: Continuity of Learning.- 17 Mathematical Conversations that Challenge Children's Thinking.- 18Transition to School: Supporting Children's Engagement in Mathematical Thinking Processes.- 19 Listening to Children's Mathematics in School.
Synopsis
1 Mathematics and Transition to School: Theoretical Frameworks and Practical Implications Bob Perry, Amy MacDonald, and Ann Gervasoni Part I The Mathematics Young Children Bring to the First Year of School 2 Swimming Upstream in a Torrent of Assessment Anita M. Wager, M. Elizabeth Graue, and Kelly Harrigan 3 Assessing Young Children's Mathematical Understanding: Opportunities and Expectations at the Transition to School Barbara Clarke 4 Children's Mathematical Knowledge Prior to Starting School and Implications for Transition Ann Gervasoni and Bob Perry 5 Transition to School: Prior to School Mathematical Skills and Knowledge of Low-Achieving Children at the End of Grade 1 Andrea Peter-Koop and Sebastian Kollhoff 6 Let's Count: Early Childhood Educators and Families Working in Partnership to Support Young Children's Transitions in Mathematics Education Amy MacDonald 7 The Role of the Home Environment in Children's Early Numeracy Development: A Canadian Perspective Sheri-Lynn Skwarchuk and Jo-Anne LeFevre 8 Mathematics Teachers Responding to Children's Resources to Create Learning for All Jónína Vala Kristinsdóttir and Hafdís Guðjónsdóttir Part II Continuity of Mathematics Curriculum and/or Pedagogy as Children Begin School 9 The Relationship Between Policy and Practice in the Early Mathematics Curriculum for Reception-Class Children in England Carol Aubrey and Dnd Durmaz 10 Scaling Up Early Mathematics Interventions: Transitioning with Trajectories and Technologies Julie Sarama and Douglas H. Clements 11 Partnerships that Support Children's Mathematics During the Transition to School: Perceptions, Barriers and Opportunities Wendy Goff and Sue Dockett 12 The Culture of the Mathematics Classroom During the First School Years in Finland and Sweden Kirsti Hemmi and Andreas Ryve 13 A New Zealand Perspective: Mathematical Progressions from Early Childhood to School through a Child Centred Curriculum? Shiree Lee and Gregor Lomas 14 The Impact of a Patterns and Early Algebra Program on Children's Learning in Transition to School in Australian Indigenous Communities Marina M. Papic, Joanne T. Mulligan, Kate Highfield, Judith McKay-Tempest, and Deborah Garrett 15 Preschool Mathematics Learning and School Transition in Hong Kong Sharon Sui Ngan Ng and Jin Sun Part III Informal and Formal Mathematics and the Transition to School 16 Early Mathematics in Play Situations: Continuity of Learning Hedwig Gasteiger 17 Mathematical Conversations that Challenge Children's Thinking Jill Cheeseman 18 Transition to School: Supporting Children's Engagement in Mathematical Thinking Processes Liz Dunphy 19 Listening to Children's Mathematics in School Elizabeth Carruthers, This edited book brings together for the first time an international collection of work focused on two important aspects of any young child's life - learning mathematics and starting primary or elementary school. The chapters take a variety of perspectives, and integrate these two components in sometimes explicit and sometimes more subtle ways. The key issues and themes explored in this book are: the mathematical and other strengths that all participants in the transition to school bring to this period of a child's life; the opportunities provided by transition to school for young children's mathematics learning; the importance of partnerships among adults, and among adults and children, for effective school transitions and mathematics learning and teaching; the critical impact of expectations on their mathematics learning as children start school; the importance of providing children with meaningful, challenging and relevant mathematical experiences throughout transition to school; the entitlement of children and educators to experience assessment and instructional pedagogies that match the strengths of the learners and the teachers; the importance for the aspirations of children, families, communities, educators and educational organisations to be recognised as legitimate and key determinants of actions, experiences and successes in both transition to school and mathematics learning; and the belief that young children are powerful mathematics learners who can demonstrate this power as they start school. In each chapter, authors reflect on their work in the area of mathematics and transition to school, place that work within the overall context of research in these fields, predict the trajectory of this work in the future, and consider the implications of the work both theoretically and practically.
LC Classification Number
QA10.92-20
Artikelbeschreibung des Verkäufers
Angemeldet als gewerblicher Verkäufer
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