By Ulrich Kortenkamp, Birgit Brandt, Christiane Benz, Götz Krummheuer, Silke Ladel, Rose Vogel
This ebook will assemble present learn in early youth arithmetic schooling. a unique spotlight will be the strain among guide and development of information. The booklet contains examine at the layout of studying possibilities, the advance of mathematical pondering, the influence of the social atmosphere and the professionalization of nursery teachers.
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Additional resources for Early Mathematics Learning: Selected Papers of the POEM 2012 Conference
However, in a study of Swedish teachers and parents’ perceptions of the relationship between play and learning in very young children, learning was taken for granted and considered as something that always occurs in play (Sheridan et al. 2009). It was not something that had to be planned for. se U. Kortenkamp et al. 1007/978-1-4614-4678-1_4, © Springer Science+Business Media New York 2014 37 38 T. Lange et al. time, play was assessed as being of low quality, although exactly how this quality was judged was unclear.
For them, the role of the teacher is of paramount importance. Björklund (2008) showed that adults set the parameters for children’s opportunities to engage with mathematical ideas. An adult watching or participating in a child-initiated play can develop children’s mathematical ideas by stimulating their curiosity and language use (Doverborg 2006). Anderson (1997) in investigating parent interactions with preschool children wrote: Adherence to social constructivist principles implies that parents be encouraged to share in determining and carrying out activities with their children rather than to expect children to work alone with the materials.
Transforming primary mathematics. London: Routledge. , & Godfrey, R. (2006). Early mathematics development and later achievement: Further evidence. Mathematics Education Research Journal, 18(1), 27–46. Ball, D. , & Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. ). New York: Macmillian. , & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. ), Multiple perspectives on mathematics teaching and learning.