LEADER 06411nam 22008775 450 001 9910293145403321 005 20250628110050.0 010 $a9783319635552 010 $a3319635557 024 7 $a10.1007/978-3-319-63555-2 035 $a(CKB)4100000002892001 035 $a(DE-He213)978-3-319-63555-2 035 $a(MiAaPQ)EBC5576924 035 $a(Au-PeEL)EBL5576924 035 $a(OCoLC)1066178491 035 $a(MiAaPQ)EBC6422753 035 $a(Au-PeEL)EBL6422753 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/38014 035 $a(ScCtBLL)e2f5ea22-f042-44b1-b838-c5394c857b31 035 $a(OCoLC)1033663481 035 $a(Perlego)2338390 035 $a(ODN)ODN0010067498 035 $a(oapen)doab38014 035 $a(oapen)doab42525 035 $a(EXLCZ)994100000002892001 100 $a20180329d2018 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBuilding the Foundation: Whole Numbers in the Primary Grades $eThe 23rd ICMI Study /$fedited by Maria G. Bartolini Bussi, Xu Hua Sun 205 $a1st ed. 2018. 210 $d2018 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2018. 215 $a1 online resource (XXXI, 536 p. 157 illus.) 225 1 $aNew ICMI Study Series,$x2215-1745 311 08$a9783319635545 311 08$a3319635549 327 $aPart I. Introductory section -- Chapter 1. Building a strong foundation concerning whole numbers arithmetic in primary grades: editorial introduction -- Chapter 2. Social and cultural contexts in the teaching and learning of whole numbers arithmetic -- Chapter 3. Language and cultural issues in the teaching and learning of whole number arithmetic -- Chapter 4. Reflecting on number language: a commentary on Chapter 3 -- Part II. Working group chapters and commentaries -- Chapter 5. What and why of whole number arithmetic: foundational ideas from history, language, and societal changes -- Chapter 6. Reflecting on the what and why of whole numbers arithmetic: a commentary on Chapter 5 -- Chapter 7. Whole number thinking, learning and development: neuro-cognitive, cognitive and developmental approaches -- Chapter 8. Whole number thinking, learning and development: a commentary on Chapter 7 -- Chapter 9. Aspects that affect whole number learning: cultural artefacts and mathematical tasks -- Chapter 10. Artefacts and tasks in the mathematical preparation of teachers of elementary arithmetic from a mathematician?s perspective: a commentary on Chapter 9 -- Chapter 11. How to teach and assess whole number arithmetic: some international perspectives -- Chapter 12. How to teach and assess whole number arithmetic: a commentary on Chapter 11 -- Chapter 13. Connecting whole number arithmetic foundations to other parts of mathematics: structure and structuring activity -- Chapter 14. Structuring structural awareness: a commentary on Chapter 13. Part III -- Panels -- Chapter 15. Panel on tradition in whole number arithmetic -- Chapter 16 -- Panel on special needs in research and instruction in whole number arithmetic -- Chapter 17. Panel on professional development models for whole number aritmetic in primary mathematics teacher education: a cross-cultural overview -- Part IV -- Plenary presentations -- Chapter 18. The theory of school arithmetic: whole numbers -- Chapter 19. Quantities, numbers, number names and the real number -- Chapter 20. Low numeracy: from brain to education -- Part V. Appendices. 330 $aThis twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraints into account. One of the main challenges of designing the first ICMI primary school study of this kind is the complex nature of mathematics at the early level. Accordingly, a focus area that is central to the discussion was chosen, together with a number of related questions. The broad area of Whole Number Arithmetic (WNA), including operations and relations and arithmetic word problems, forms the core content of all primary mathematics curricula. The study of this core content area is often regarded as foundational for later mathematics learning. However, the principles and main goals of instruction on the foundational concepts and skills in WNA are far from universally agreed upon, and practice varies substantially from country to country. As such, this study presents a meta-level analysis and synthesis of what is currently known about WNA, providing a useful base from which to gauge gaps and shortcomings, as well as an opportunity to learn from the practices of different countries and contexts. . 410 0$aNew ICMI Study Series,$x2215-1745 606 $aMathematics$xStudy and teaching 606 $aEarly childhood education 606 $aInternational education 606 $aComparative education 606 $aEducation and state 606 $aTeachers$xTraining of 606 $aMathematics Education 606 $aEarly Childhood Education 606 $aInternational and Comparative Education 606 $aEducational Policy and Politics 606 $aTeaching and Teacher Education 615 0$aMathematics$xStudy and teaching. 615 0$aEarly childhood education. 615 0$aInternational education. 615 0$aComparative education. 615 0$aEducation and state. 615 0$aTeachers$xTraining of. 615 14$aMathematics Education. 615 24$aEarly Childhood Education. 615 24$aInternational and Comparative Education. 615 24$aEducational Policy and Politics. 615 24$aTeaching and Teacher Education. 676 $a370 686 $aEDU023000$aEDU029010$aEDU034000$aEDU043000$aEDU046000$2bisacsh 700 $aBartolini Bussi$b Maria G$4edt$054319 702 $aBartolini Bussi$b Maria G$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aSun$b Xu Hua$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910293145403321 996 $aBuilding the Foundation: Whole Numbers in the Primary Grades$94330211 997 $aUNINA