Teaching and Learning Early Number

2. Auflage 2008
ISBN: 978-0-335-23411-0
Verlag: McGraw-Hill Education

Buch, Englisch, 256 Seiten, Format (B × H): 151 mm x 228 mm, Gewicht: 414 g

"This richly varied text offers generous support for every aspect of the teacher's role, while constantly reminding us that mathematical activity is not a de-contextualised skill that children possess, but part of their identity, their way of being in the world, engaged with the world, energetically - and playfully - trying to make sense of it."
Mary Jane Drummond, formerly of the Faculty of Education, University of Cambridge, UKTeaching and Learning Early Number is a bestselling guide for all trainee and practising Early Years teachers and classroom assistants. It provides an accessible guide to a wide range of research evidence about the teaching and learning of early number.Major changes in the primary mathematics curriculum over the last decade - such as the National Numeracy Strategy, the Primary National Strategy, the Early Years Foundation Stage and the Williams Review - have greatly influenced the structure of this new edition. The book includes: - A new introductory chapter to set the scene - Six further new chapters - including Mathematics through play, Children's mathematical graphics and Interview-based assessment of early number knowledge - Six completely re-written chapters and two updated chapters - A new concluding chapter looking to the futureThe chapters can be read in a standalone fashion and many are cross referenced to other parts of the book where specific ideas are dealt with in a different manner. Issues addressed include: new research on the complex process of counting and on children's written mathematical marks; counting in the home environment and play in the school setting; the importance of mathematical representations and of ICT in children's understanding of number; errors and misconceptions and the assessment of children’s number knowledge.

Autoren/Hrsg.

Thompson, Ian

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Kindergarten & Vorschule

Inhaltsverzeichnis

Section 1:Setting the scene for teaching and learning early number

1. Still not getting it right from the start?

Carol Aubrey and Dondu Durmaz

Section 2: The early stages of number acquisition

2. Children’s beliefs about counting

Penny Munn

3.Mathematics through play
Kate Tucker

4. The family counts
Rose Griffiths

Section 3: The place of counting in number development

5. Development in oral counting, enumeration, and counting for cardinality
John Threlfall

6. Counting: what it is and why it matters

Effie Maclellan

7.Compressing the counting process: strength from the flexible interpretation of symbols
Eddie Gray

Section 4: Extending counting to calculating

8. From counting to deriving number facts

Ian Thompson

9.Uses of counting in multiplication and division

Julia Anghileri

Section 5: Representation and calculation

10.Children's mathematical graphics: young children calculating for meaning
Elizabeth Carruthers and Maulfry Worthington

11.What do young children’s mathematical graphics tell us about the teaching of written calculation?
Ian Thompson

12.What’s in a picture? Understanding and representation in early mathematics
Tony Harries, Patrick Barmby and Jennifer Suggate

13.Mathematical learning and the use of information and communications technology in the early years
Steve Higgins

Section 6:Assessing young children’s progress in number

14.Interview-based assessment of early number knowledge
Robert J. Wright

15.Addressing errors and misconceptions with young children
Ian Thompson

Section 7:Towards an early years mathematics pedagogy

16.‘How do you teach nursery children mathematics?’ In search of a mathematics pedagogy for the early years

Sue Gifford

Über Autor(innen)

Ian Thompson is Visiting Professor at Edge Hill University, UK, and was a member of the Advisory Group for the National Numeracy Project, to which he was seconded for two years.