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Engaging Families as Children's First Mathematics Educators : International Perspectives / / edited by Sivanes Phillipson, Ann Gervasoni, Peter Sullivan
| Engaging Families as Children's First Mathematics Educators : International Perspectives / / edited by Sivanes Phillipson, Ann Gervasoni, Peter Sullivan |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2017 |
| Descrizione fisica | 1 online resource (VIII, 261 p. 26 illus.) |
| Disciplina | 372.7 |
| Collana | Early Mathematics Learning and Development |
| Soggetto topico |
Mathematics—Study and teaching
Child development International education Comparative education Mathematics Education Early Childhood Education International and Comparative Education |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- Chapter 1 Engaging families as the first mathematics educators of children -- Key foci and pedagogical actions that support young children's mathematics learning -- Chapter 2 Describing the mathematical intentions of early learning childhood experiences -- Chapter 3 Mathematics with infants and toddlers -- Chapter 4 Enumeration: Counting difficulties are not always related to numbers -- Chapter 5 Discerning and supporting the development of mathematical fundamentals in early years -- Chapter 6 Number stories -- Home interactions and learning experiences that support early mathematical learning -- Chapter 7 Meta-Analysis of the relationship between Home and Family experiences and Young children's early numeracy learning -- Chapter 8 Parental perceptions of access to capitals and early mathematical learning: Some early insights from Numeracy@Home project -- Chapter 9 Involving parents in games and picture books -- Chapter 10 Do Hong Kong parents engage in learning activities conducive to preschool children's mathematics development? -- Family and educator partnerships that support early mathematical learning -- Chapter 11 Working with parents to promote preschool children's numeracy: Teachers' attitudes and beliefs -- Chapter 12 Bringing families and preschool educators together to support young children's learning through noticing, exploring and talking about Mathematics -- Chapter 13 Supporting early mathematics learning: Building mathematical capital through participating in early years swimming -- Chapter 14 Fostering children's everyday mathematical knowledge through caregiver participation in Support Playgroups in Schools -- Conclusion -- Chapter 15 Insights for engaging families as the first mathematics educators of children. |
| Record Nr. | UNINA-9910155549803321 |
| Singapore : , : Springer Singapore : , : Imprint : Springer, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematics and Transition to School : International Perspectives / / edited by Bob Perry, Amy MacDonald, Ann Gervasoni
| Mathematics and Transition to School : International Perspectives / / edited by Bob Perry, Amy MacDonald, Ann Gervasoni |
| Edizione | [1st ed. 2015.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2015 |
| Descrizione fisica | 1 online resource (329 p.) |
| Disciplina | 372.7 |
| Collana | Early Mathematics Learning and Development |
| Soggetto topico |
Mathematics—Study and teaching
Child development Learning Instruction Mathematics Education Early Childhood Education Learning & Instruction |
| ISBN | 981-287-215-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 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 -- 18 Transition to School: Supporting Children’s Engagement in Mathematical Thinking Processes -- 19 Listening to Children’s Mathematics in School. |
| Record Nr. | UNINA-9910482961903321 |
| Singapore : , : Springer Singapore : , : Imprint : Springer, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||