Teaching and Learning Early Nuber
Open University Press (Verlag)
978-0-335-19851-1 (ISBN)
- Titel ist leider vergriffen;
keine Neuauflage - Artikel merken
* Is it time to question the traditional approach to the teaching of early number?
* What does research tell us about how young children acquire number concepts?
* What can teachers do to facilitate the development of number understanding?
This book presents an accessible guide to current research into the teaching and learning of early number concepts. The beliefs and number understanding of nursery and reception children are examined, and the book provides a detailed account of the role of counting in the acquisition of number understanding and in the development of derived fact strategies for addition, subtraction and multiplication. The 'emergent mathematics' movement is analysed and the place of written number work is covered. The book argues for the bridging of the gap between mental and written algorithms, and suggests ways in which this may be achieved. Practical activities are described to help teachers develop various aspects of number understanding.
Ian Thompson taught in schools for nineteen years before taking up a post in Higher Education. He currently lectures in Mathematics Education at the University of Newcastle upon Tyne. Observations of his own young children struggling to make sense of number concepts provided the stimulus for his research into children's idiosyncratic mental calculation strategies. This research later developed into a consideration of personal written algorithms. He feels that it is important that research findings are translated into a form accessible to busy teachers, and to this end publishes frequently in Child Education and the TES. He is a member of the Advisory Group for the National Numeracy Project.
Editor's preface
Prologue:
Early years number today
Section 1: The numerical understanding and beliefs of pre-school children
Children's beliefs about counting
Children's early learning of number in school and out
Section 2: The place of counting in number development
The importance of counting
Uses of counting in multiplication and division
The role of counting in derived fact strategies
Compressing the counting process
developing a flexible interpretation of symbols
Section 3: Written number work
'When should they start doing sums?'
a critical consideration of the 'emergent mathematics' approach
Writing and number
Mental and written algorithms
can the gap be bridged?
Section 4: Perspectives on teaching number
Approaching number through language
Developing young children's counting skills
The role of calculators
Teaching /f003for /f001strategies
Epilogue:
Early years number tomorrow
Index.
| Erscheint lt. Verlag | 16.6.1997 |
|---|---|
| Zusatzinfo | index |
| Verlagsort | Milton Keynes |
| Sprache | englisch |
| Maße | 155 x 229 mm |
| Gewicht | 290 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik | |
| ISBN-10 | 0-335-19851-1 / 0335198511 |
| ISBN-13 | 978-0-335-19851-1 / 9780335198511 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
aus dem Bereich
