LEADER 04038nam 2200613Ia 450 001 9910816964203321 005 20240417004812.0 010 $a0-309-14743-3 010 $a1-282-43715-1 010 $a9786612437151 010 $a0-309-12807-2 035 $a(CKB)2670000000015893 035 $a(SSID)ssj0000340216 035 $a(PQKBManifestationID)12071091 035 $a(PQKBTitleCode)TC0000340216 035 $a(PQKBWorkID)10387435 035 $a(PQKB)11511849 035 $a(MiAaPQ)EBC3378557 035 $a(Au-PeEL)EBL3378557 035 $a(CaPaEBR)ebr10355555 035 $a(CaONFJC)MIL243715 035 $a(OCoLC)923281145 035 $a(EXLCZ)992670000000015893 100 $a20090824d2009 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aMathematics learning in early childhood $epaths toward excellence and equity /$fChristopher T. Cross, Taniesha A. Woods, and Heidi Schweingruber, editors ; Committee on Early Childhood Mathematics, Center for Education, Division of Behavioral and Social Sciences and Education 205 $a1st ed. 210 $aWashington, DC $cNational Academies Press$dc2009 215 $axii, 386 p 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-309-12806-4 320 $aIncludes bibliographical references and index. 327 $aIntroduction -- Foundational mathematics content -- Cognitive foundations for early mathematics learning -- Developmental variation, sociocultural influences, and difficulties in mathematics -- The teaching-learning paths for number, relations, and operations -- The teaching-learning paths for geometry, spatial thinking, and measurement -- Standards, curriculum, instruction, and assessment -- The early childhood workforce and its professional development -- Conclusions and recommendations. 330 $a"Early childhood mathematics is vitally important for young children's present and future educational success. Research has demonstrated that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children."--Publisher's description. 606 $aMathematics$xStudy and teaching (Early childhood) 606 $aEarly childhood education 615 0$aMathematics$xStudy and teaching (Early childhood) 615 0$aEarly childhood education. 676 $a372.7 701 $aCross$b Christopher T$01609848 701 $aWoods$b Taniesha A$01609849 701 $aSchweingruber$b Heidi A$01595695 712 02$aNational Research Council (U.S.).$bCommittee on Early Childhood Mathematics. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910816964203321 996 $aMathematics learning in early childhood$93937310 997 $aUNINA