Contemporary Research and Perspectives on Early Childhood Mathematics Education

Description

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? Front Matter ....Pages i-vi Research in Early Childhood Mathematics Education Today (Iliada Elia, Joanne Mulligan, Ann Anderson, Anna Baccaglini-Frank, Christiane Benz)....Pages 1-14 Front Matter ....Pages 15-15 Promoting Early Mathematical Structural Development Through an Integrated Assessment and Pedagogical Program (Joanne Mulligan, Michael Mitchelmore)....Pages 17-33 Repeating Pattern Competencies in Three- to Five-Year Old Kindergartners: A Closer Look at Strategies (Miriam M. Lüken)....Pages 35-53 The Influence of Fostering Children’s Patterning Abilities on Their Arithmetic Skills in Grade 1 (Miriam M. Lüken, Ralf Kampmann)....Pages 55-66 Front Matter ....Pages 67-67 Ecuadorian Kindergartners’ Spontaneous Focusing on Numerosity Development: Contribution of Numerical Abilities and Quality of Mathematics Education (Gina Bojorque, Joke Torbeyns, Minna Hannula-Sormunen, Daniël Van Nijlen, Lieven Verschaffel)....Pages 69-86 Kindergartners’ Spontaneous Focus on Number During Picture Book Reading (Sanne Rathé, Joke Torbeyns, Bert De Smedt, Minna M. Hannula-Sormunen, Lieven Verschaffel)....Pages 87-99 Number Sense: The Impact of a Measurement-Focused Program on Young Children’s Number Learning (Jill Cheeseman, Christiane Benz, Yianna Pullen)....Pages 101-127 Front Matter ....Pages 129-129 (Re)(con)figuring Space: Three Children’s Geometric Reasonings (Jennifer S. Thom)....Pages 131-158 Observing the Use of Gestures in Young Children’s Geometric Thinking (Iliada Elia)....Pages 159-182 Math-in-Context: The Types of Math Preschoolers ‘Do’ at Home (Ann Anderson, Jim Anderson)....Pages 183-202 Front Matter ....Pages 203-203 Time, Immersion and Articulation: Digital Technology for Early Childhood Mathematics (Nathalie Sinclair)....Pages 205-221 What Schemes Do Preschoolers Develop When Using Multi-touch Applications to Foster Number Sense (and Why)? (Anna Baccaglini-Frank)....Pages 223-243 Interactive Mathematics Storybooks and Their Friends (Herbert P. Ginsburg, Colleen Uscianowski, Ma. Victoria Almeda)....Pages 245-263 Front Matter ....Pages 265-265 Early Childhood Educators’ Issues and Perspectives in Mathematics Education (Audrey Cooke, Julia Bruns)....Pages 267-289 Early Childhood Teachers’ Knowledge and Self-efficacy for Evaluating Solutions to Repeating Pattern Tasks (Pessia Tsamir, Dina Tirosh, Esther S. Levenson, Ruthi Barkai)....Pages 291-310 Front Matter ....Pages 311-311 Early Childhood Mathematics Education: Reflections and Moving Forward (Iliada Elia, Joanne Mulligan, Ann Anderson, Anna Baccaglini-Frank, Christiane Benz)....Pages 313-326