Contemporary Perspectives on Mathematics in Early Childhood Education
A volume in the series: Contemporary Perspectives in Early Childhood Education. Editor(s): Olivia Saracho, University of Maryland. Bernard Spodek, University of Illinois.
Published 2008
This volume provides a comprehensive critical analysis of the research in mathematics education for young children. The researchers who conducted the critical analysis focused on the relationship between (1) mathematics learning in the early years and domain specific approaches to cognitive development, (2) the children’s social learning and their developing understanding of math, and (3) the children’s learning in a natural context and their understanding of mathematics concepts. The work of these scholars can help guide those researchers who are interested in pursuing studies in early childhood mathematics in a specific area of study. This volume will facilitate the research conducted by both novice and expert researchers. The volume has accomplished its major goals, which consists of critically analyzing important research in a specific area that would be most useful in advancing the field and provide recommendations for both researchers and educators.
CONTENTS
Introduction: Trends in Early Childhood Mathematics Research, Olivia N. Saracho and Bernard Spodek. History of Mathematics in Early Childhood Education, Olivia N. Saracho and Bernard Spodek. Rethinking the Starting Point for Mathematics Learning, Catherine Sophian. Knowing the Mathematics in Early Childhood Mathematics, Herbert P. Ginsburg and Barbrina Ertle. Mathematics in Early Childhood, Julie Sarama and Douglas H. Clements. Mathematics Learning and Teaching in the Early Years, Ann Anderson, Jim Anderson, and Carolyn Thauberge. Development of Children’s Mathematical Thinking in Early School Years, Jennifer M. Young-Loveridge. Development of Mathematical Reasoning among Young Children: How Do Children Understand Area and Length? William M. Bart, Masamichi Yuzawa, and Miki Yuzawa. The Impact of Method on Assessing Young Children’s Everyday Mathematical Experiences, Jonathan Tudge, LinLin Li, and Tiffany
Kinney Stanley. An Examination of the Role of Statistical Investigation in Supporting the Development of Young Children’s Statistical Reasoning, Aisley
Leavy. Research on Spatial Skills and Block Building in Girls and Boys: The Relationship to Later Mathematics Learning, Joanne Kersh, Beth M. Casey, and Jessica Mercer Young. Sociocultural Influences on Young Children’s Mathematical Knowledge, Prentice Starkey and Alice Klein. Parental
Guidance of Numeracy Development in Early Childhood, Maureen Vandermaas-Peeler. Do Parents Count?: The Socialization of Children’s Numeracy, Joann P. Benigno and Shari Ellis. Research Perspectives in Early Childhood Mathematics, Olivia N. Saracho and Bernard Spodek. About the Contributors.
RELATED CATEGORIES
> EDUCATION: Elementary
> EDUCATION: Research
> EDUCATION: TEACHING METHODS & MATERIALS: Mathematics
MORE TITLES IN THIS SERIES
Contemporary Perspectives on Early Childhood Curriculum
Contemporary Perspectives on Early Childhood Ed Personnel: Preparation, Practice and Professionalism
Contemporary Perspectives on Families, Communities and Schools for Young Children
Contemporary Perspectives on Language Policy and Literacy Instruction in Early Childhood Education
Contemporary Perspectives on Literacy in Early Childhood Education
Contemporary Perspectives on Play in Early Childhood Education
International Perspectives on Research in Early Childhood Education
Studying Teachers in Early Childhood Settings
Contemporary Perspectives on Socialization and Social Development in Early Childhood Education
Contemporary Perspectives on Social Learning in Early Childhood Education
Contemporary Perspectives on Science and Technology in Early Childhood Education
Contemporary Perspectives on Language and Cultural Diversity in Early Childhood Education
Contemporary Perspectives on Research in Creativity in Early Childhood Education
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