Mathematics and Transition to School
International Perspectives
(Sprache: Englisch)
This edited book brings together for the first time an international collection of work focused on two important aspects of any young child's life - learning mathematics and starting primary or elementary school. The chapters take a variety of perspectives,...
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This edited book brings together for the first time an international collection of work focused on two important aspects of any young child's life - learning mathematics and starting primary or elementary school. The chapters take a variety of perspectives, and integrate these two components in sometimes explicit and sometimes more subtle ways.The key issues and themes explored in this book are:
- the mathematical and other strengths that all participants in the transition to school bring to this period of a child's life;
- the opportunities provided by transition to school for young children's mathematics learning;
- the importance of partnerships among adults, and among adults and children, for effective school transitions and mathematics learning and teaching;
- the critical impact of expectations on their mathematics learning as children start school;
- the importance of providing children with meaningful, challenging and relevant mathematical experiences throughout transition to school;
- the entitlement of children and educators to experience assessment and instructional pedagogies that match the strengths of the learners and the teachers;
- the importance for the aspirations of children, families, communities, educators and educational organisations to be recognised as legitimate and key determinants of actions, experiences and successes in both transition to school and mathematics learning; and
- the belief that young children are powerful mathematics learners who can demonstrate this power as they start school.
In each chapter, authors reflect on their work in the area of mathematics and transition to school, place that work within the overall context of research in these fields, predict the trajectory of this work in the future, and consider the implications of the work both theoretically and practically.
Inhaltsverzeichnis zu „Mathematics and Transition to School “
1 Mathematics and Transition to School: Theoretical Frameworks and Practical Implications Bob Perry, Amy MacDonald, and Ann Gervasoni Part I The Mathematics Young Children Bring to the First Year of School
2 Swimming Upstream in a Torrent of Assessment Anita M. Wager, M. Elizabeth Graue, and Kelly Harrigan
3 Assessing Young Children's Mathematical Understanding: Opportunities and Expectations at the Transition to School Barbara Clarke
4 Children's Mathematical Knowledge Prior to Starting School and Implications for Transition Ann Gervasoni and Bob Perry
5 Transition to School: Prior to School Mathematical Skills and Knowledge of Low-Achieving Children at the End of Grade 1 Andrea Peter-Koop and Sebastian Kollhoff
6 Let's Count: Early Childhood Educators and Families Working in Partnership to Support Young Children's Transitions in Mathematics Education Amy MacDonald
7 The Role of the Home Environment in Children's Early Numeracy Development: A Canadian Perspective Sheri-Lynn Skwarchuk and Jo-Anne LeFevre
8 Mathematics Teachers Responding to Children's Resources to Create Learning for All Jónína Vala Kristinsdóttir and Hafdís Guðjónsdóttir
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 Carol Aubrey and D¿nd¿ Durmaz
10 Scaling Up Early Mathematics Interventions: Transitioning with Trajectories and Technologies Julie Sarama and Douglas H. Clements
11 Partnerships that Support Children's Mathematics During the Transition to School: Perceptions, Barriers and Opportunities Wendy Goff and Sue Dockett
12 The Culture of the Mathematics Classroom During the First School Years in Finland and Sweden Kirsti Hemmi and Andreas Ryve
13 A New Zealand
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Perspective: Mathematical Progressions from Early Childhood to School through a Child Centred Curriculum? Shiree Lee and Gregor Lomas
14 The Impact of a Patterns and Early Algebra Program on Children's Learning in Transition to School in Australian Indigenous Communities Marina M. Papic, Joanne T. Mulligan, Kate Highfield, Judith McKay-Tempest, and Deborah Garrett
15 Preschool Mathematics Learning and School Transition in Hong Kong Sharon Sui Ngan Ng and Jin Sun
Part III Informal and Formal Mathematics and the Transition to School
16 Early Mathematics in Play Situations: Continuity of Learning Hedwig Gasteiger
17 Mathematical Conversations that Challenge Children's Thinking Jill Cheeseman
18 Transition to School: Supporting Children's Engagement in Mathematical Thinking Processes Liz Dunphy
19 Listening to Children's Mathematics in School Elizabeth Carruthers
14 The Impact of a Patterns and Early Algebra Program on Children's Learning in Transition to School in Australian Indigenous Communities Marina M. Papic, Joanne T. Mulligan, Kate Highfield, Judith McKay-Tempest, and Deborah Garrett
15 Preschool Mathematics Learning and School Transition in Hong Kong Sharon Sui Ngan Ng and Jin Sun
Part III Informal and Formal Mathematics and the Transition to School
16 Early Mathematics in Play Situations: Continuity of Learning Hedwig Gasteiger
17 Mathematical Conversations that Challenge Children's Thinking Jill Cheeseman
18 Transition to School: Supporting Children's Engagement in Mathematical Thinking Processes Liz Dunphy
19 Listening to Children's Mathematics in School Elizabeth Carruthers
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Autoren-Porträt
Bob Perry is Professor in the Research Institute for Professional Practice, Learn-ing and Education and School of Education at Charles Sturt University, Albury-Wodonga, Australia. Bob's current research interests include powerful mathemat-ics ideas in preschool and the first years of school; ethical tensions in researching with children; transition to school, with particular emphasis on starting school within families with complex support needs, preschool education in remote Indig-enous communities, and transition to school for Indigenous families. Bob shares his life with his partner, Sue Dockett, and their son, Will, both of whom ensure that he keeps his feet firmly on the ground. Ann Gervasoni is a Senior Lecturer in Mathematics Education at Australian Catholic University. Ann has worked in teacher education, professional learning and primary teaching for 32 years. Ann was a member of the research team for the Early Numeracy Research Project (1999-2001) in Victoria, and research director for the Bridging the Numeracy Gap project in Western Australia and Victoria (2009-2010). Ann's research interests include mathematics education in early childhood and primary education, mathematics intervention programs and community approaches for supporting the learning of those most vulnerable in our community. Amy MacDonald is a Lecturer in Early Childhood Studies at Charles Sturt Uni-versity, Albury-Wodonga, Australia. Amy's research interests are around the mathematics experiences and education of infants, toddlers, preschoolers and children in the early years of primary school; with a particular focus on transitions in mathematics education. Amy is working on a number of numeracy-focused re-search projects utilising data from the Longitudinal Study of Australian Children, and is also involved in a project to support young children's numeracy develop-ment prior to school. Amy is also working on the Pedagogies of Educational Tran-sitions global alliance project with
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researchers from Australia, Iceland, Scotland, Sweden, and New Zealand. Amy lives in Wodonga with her husband Cody, and their two dogs, four cats, and ten fish.
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Bibliographische Angaben
- 2015, 2015, XIV, 330 Seiten, 7 farbige Abbildungen, Maße: 16 x 24,1 cm, Gebunden, Englisch
- Herausgegeben: Bob Perry, Amy MacDonald, Ann Gervasoni
- Verlag: Springer, Berlin
- ISBN-10: 9812872140
- ISBN-13: 9789812872142
- Erscheinungsdatum: 22.01.2015
Sprache:
Englisch
Pressezitat
"Bob Perry, Amy MacDonald, and Ann Gervasoni present various international viewpoints on two important aspects of every child's life: learning mathematics and starting primary or elementary school. ... This book offers a great selection of viewpoints on how early childhood students enter into school and the various techniques used to teach and learn mathematics. ... this book being read and appreciated by a wide variety of teachers and administrators." (Peter Olszewski, MAA Reviews, April, 2015)
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