Titlebook: Mathematics Education in the Early Years; Results from the POE Tamsin Meaney,Ola Helenius,Anna Wernberg Book 2016 Springer International Pu

男學(xué)院

決定性

Introductionce to do with whether children can learn mathematics through play and the role of the teacher in this discussion. Finally, we discuss the chapters in relation to the “dance of construction with instruction”.

身體萌芽

Ostrich

Two Frameworks for Mathematical Reasoning at Preschool Levelblems. The first framework focuses on arguments and warrants and is used to analyse individual reasoning. The second identifies strategy choices and categorises different types of reasoning that are developed in groups. In both frameworks, the mathematical foundation is central.

DAMP

Dissonance

Introductiono describe the need for discussing issues to do with construction and instruction in early childhood mathematics. In particular, we discuss the evidence to do with whether children can learn mathematics through play and the role of the teacher in this discussion. Finally, we discuss the chapters in

libertine

aggravate

Can Values Awareness Help Teachers and Parents Transition Preschool Learners into Mathematics Learnind from preschool to school. With each of these transitions, children may come into contact with different perspectives on mathematics. Six mathematical activities and six mathematical values are described as a way of conceptualising the possible differences young children might experience as they t

滔滔不絕的人

凝結(jié)劑

Mathematical Understanding in Transition from Kindergarten to Primary School: Play as Bridge Betweenis situation places particular demands on the arrangement of linked and coherent mathematical learning environments in transition from more informal to formal learning situations. Particularly the relational understanding of numbers is one important objective for mathematical learning during the tra