Considers early childhood mathematics from an international perspective, presenting a broad range of articles by scholars from around the globe

Addresses current research trends, and advances the ongoing discussion about mathematics learning and teaching in early childhood

Represents a valuable contribution to the research field of mathematics education in early childhood

Klappentext

This book brings together a collection of research-based papers on current issues in early childhood mathematics education that were presented in the Topic Study Group 1 (TSG 1) at the 13th International Congress on Mathematical Education (ICME-13), held at the University of Hamburg in 2016. It will help readers understand a range of key issues that early childhood mathematics educators encounter today. 

Research on early childhood mathematics education has grown in recent years, due in part to the well-documented, positive relation between children's early mathematical knowledge and their later mathematics learning, and to the considerable emphasis many countries are now placing on preschool education. 

The book addresses a number of central questions, including: What is mathematical structural development and how can we promote it in early childhood? How can multimodality and embodiment contribute to early mathematics learning and to acquiring a better understanding of young children's mathematical development? How can children's informal mathematics-related experiences affect instruction and children's learning in different mathematics content areas? What is the role of tools, including technology and picture books, in supporting early mathematics learning? What are the challenges in early childhood mathematics education for teachers' education and professional development? 

Inhalt
Themes Chapter

Chapter Title

Chapter author(s)

Introduction

1. Research in early childhood mathematics education today

Editors

Pattern and Structure

2. Promoting early mathematical structural development through an integrated assessment and pedagogical program

Joanne Mulligan

 3. Repeating patterning competencies in 3- and 4-year old Kindergartners

Miriam M. Lüken

 4. he influence of fostering children's pattern and structure abilities on their arithmetic skills in Grade 1

Ralph Kampmann, Miriam M. Lüken

Number sense

5. Ecuadorian Kindergartners´ SFON development: Contribution of Early Numerical Abilities and Quality of Mathematics Education

Gina Bojorque, Joke Torbeyns, Minna Hannula-Sormunen, Daniël Van Nijlen, Lieven Verschaffel

 6. Kindergartners' Spontaneous focus on number during picture book reading

Sanne Rathé, Joke Torbeyns, Bert De Smedt, Minna M. Hannula-Sormunen, Lieven Verschaffel

 7. Measurement makes numbers sensible

 Jill Cheeseman, Christiane Benz,  Yianna Pullen

Embodied action and context

8. Figuring Space: Circling three children's geometric reasonings and sense

Jennifer Thom

 9. Observing the use of gestures in young children's geometry thinking

Iliada Elia

 10. Math-In-Context: A study of the types of math preschoolers 'do' at home

Ann Anderson, Jim Anderson

 Technology

11. Time, immersion and articulation: Digital technology for early childhood mathematics

Nathalie Sinclair

 12. What schemes do preschoolers develop when using multi-touch applications to foster number sense (and why)?

Anna Baccaglini-Frank

 13. Interactive mathematics storybooks and their friends

Herbert P. Ginsburg, Colleen Uscianowski, Victoria Almeda Teacher professional issues and pre-service teacher education

14. Early childhood teachers' knowledge and self-efficacy for evaluating solutions to repeating patterns tasks

Pessia Tsamir, Dina Tirosh, Esther S. Levenson, Ruthi Barkai

 15. Influences on early childhood educators' mathematics-related competencies, curricula and professional learning Audrey Cooke, Julia Bruns

Conclusions 16. Early childhood mathematics education: Conclusions and moving forward