Mathematics for Young Learners
Cengage Learning EMEA (Verlag)
978-1-4737-5850-6 (ISBN)
Rosalind Charlesworth, Ph.D., was professor emerita and retired department chair in the Department of Child and Family Studies at Weber State University in Ogden, Utah. Dr. Charlesworth’s career in early childhood education included experiences with both typical and non-typical young children in laboratory schools, public schools and day care centers, plus research in social and cognitive development and behavior. Throughout her career, she was known for her contributions to research on early childhood teachers' beliefs and practices. In 1999, she was the co-recipient of the NAECTE/Allyn & Bacon Outstanding Early Childhood Teacher Educator award. In 2014, she received the Legacy Award from the Weber State University Child and Family Studies Department in recognition of her contributions to early childhood education. Dr. Charlesworth passed away in 2021, and leaves behind a legacy as a deeply respected and valued early childhood educator, author, advocate, mentor and inspiration to many in the field. Dr Karen K. Lind is the former Director of the Center for Mathematics, Science and Technology (CeMaST) at Illinois State University (Normal, Illinois), where she holds a joint appointment as Professor of Curriculum & Instruction and Professor of Biological Sciences. Dr Lind is a Professor Emerita in the Department of Teaching and Learning at the University of Louisville in Kentucky, where she is the Recipient of the Distinguished Teaching Professor award from the university. Dr Corné Kruger is a lecturer in Early Childhood Education, specialising in Emerging Mathematics and Work-integrated Learning offered by the Unit of Open Distance Learning of the North-West University (Potchefstroom campus). Before joining the academia in 2015, she was a Grade R teacher for 20 years. Her research focus is on strategies to support the development of applied competence of teachers within distance learning teacher education programmes, including self-directed learning and the development of a reflective and inquiry-based practice. Hermien Dreyer joined North-West University in 2007 as a Mathematics lecturer in the Faculty of Education (Potchefstroom campus) after 20 years as mathematics teacher in the Senior/FET phase. Working with mathematics learners on various levels, and experiencing the barriers caused by ineffectual mathematical concept forming in the early years, motivated her to also become involved in emerging mathematics learning in the early years. Her research interest is the enhancement of undergraduate mathematics students' self-directedness with specific focus on a flipped classroom approach in mathematics education. Dr Dorothy Laubscher is a senior lecturer in Mathematics Education in the Faculty of Education at North-West University. She has been working in the field of education (both secondary and tertiary) for the past 24 years. Her research interests include mathematics education, technology enhanced learning, self-directed learning, blended learning and cooperative learning. Dorothy was also selected as one of three research fellows to complete a four-month fellowship in Brig, Switzerland, under guidance of the UNESCO Chair for Personalised and Adaptive Distance Education. She acts as supervisor for post-graduate students and has published on national and international level.
PART 1: Concept Development in Mathematics
1 How concepts develop
2 How concepts are acquired
3 Promoting young children’s concept development through problem solving
4 Assessing the child’s developmental level
PART 2: Fundamental Concepts and Skills
5 One-to-one correspondence
6 Number sense and counting
7 Logic and classifying
8 Comparing
9 Early geometry: Shape
10 Early geometry: Spatial sense
11 Parts and wholes
12 Language and concept formation
13 Fundamental concepts for integrating numeracy skills
PART 3: Applying Fundamental Concepts, Attitudes, and Skills
14 Ordering, seriation and patterning
15 Measurement: Volume, mass, length and temperature
16 Measurement: Time
17 Interpreting data using graphs
18 Applying and integrating fundamental concepts with science in Grade R
19 Integrating the curriculum through dramatic play and thematic units and projects
PART 4: Symbols and Higher-Level Activities and Concepts
20 Number symbols
21 Groups and symbols
22 Higher-level activities and concepts
23 Operations with whole numbers
| Erscheinungsdatum | 25.11.2019 |
|---|---|
| Verlagsort | London |
| Sprache | englisch |
| Maße | 216 x 15 mm |
| Gewicht | 780 g |
| Themenwelt | Schulbuch / Wörterbuch ► Unterrichtsvorbereitung ► Unterrichts-Handreichungen |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 1-4737-5850-5 / 1473758505 |
| ISBN-13 | 978-1-4737-5850-6 / 9781473758506 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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