The multifaceted analysis of young children's development of mathematical and analogical reasoning focuses on individual learners, their learning environments, and the interaction between the two. The multidisciplinary team of authors present multiple perspectives and multiple methodologies, and provide valuable information on organizing and sustaining interdisciplinary and cross-cultural inquiry. Key issues addressed include:
*the relationship between mathematical and analogical reasoning;
*how changes in children's reasoning relate to the implicit instruction they receive in their classrooms;
*analyses of the participating teachers' knowledge, beliefs, and practices with respect to mathematical and analogical reasoning of young learners; and
*ways in which we might promote development of mathematical and analogical reasoning in young children.
This volume is highly relevant for mathematics educators, researchers in mathematics education, educational psychologists, early childhood teachers, and others interested in mathematical development of young children, in particular, the development of their reasoning processes.
The key issues and themes explored in this book are:the mathematical and other strengths that all participants in the transition to school bring to this period of a child’s life;the opportunities provided by transition to school for young children’s mathematics learning;the importance of partnerships among adults, and among adults and children, for effective school transitions and mathematics learning and teaching;the critical impact of expectations on their mathematics learning as children start school; the importance of providing children with meaningful, challenging and relevant mathematical experiences throughout transition to school;the entitlement of children and educators to experience assessment and instructional pedagogies that match the strengths of the learners and the teachers; the importance for the aspirations of children, families, communities, educators and educational organisations to be recognised as legitimate and key determinants of actions, experiences and successes in both transition to school and mathematics learning; andthe belief that young children are powerful mathematics learners who can demonstrate this power as they start school.
In each chapter, authors reflect on their work in the area of mathematics and transition to school, place that work within the overall context of research in these fields, predict the trajectory of this work in the future, and consider the implications of the work both theoretically and practically.
Each chapter provides in-depth discussions, with this volume serving as an invaluable resource for developmental or educational psychology researchers, scholars and students.Contains chapters that highlight some of the most recent research in the area of child development and behaviorPresents a wide array of topics that are discussed in detail
This second edition of Learning and Teaching Early Math remains the definitive, research-based resource to help teachers understand the learning trajectories of early mathematics and become quintessential professionals.
Updates to the new edition include:
• Explicit connections between Learning Trajectories and the new Common Core State Standards.
• New coverage of patterns and patterning.
• Incorporation of hundreds of recent research studies.
The volume is organized into two main parts and an online appendix (http://www.gse.buffalo.edu/org/conference/). Part One, Major Themes and Recommendations, offers a framework for thinking about pre-kindergarten - grade 2 mathematics education and specific recommendations. Part Two, Elaboration of Major Themes and Recommendations, provides substantive detail regarding young students' understandings of mathematical ideas. Each Part includes five parallel subsections: "Standards in Early Childhood Education"; "Math Standards and Guidelines"; "Curriculum, Learning, Teaching, and Assessment"; "Professional Development"; and "Toward the Future: Implementation and Policy." As a whole the book:
* presents comprehensive summaries of research that provide specific guidelines for standards, curriculum, and teaching;
* takes the recent reports and recommendations for early childhood mathematics education to the next level;
* integrates practical details and research throughout; and
* provides a succinct, but thorough review of research on the topics, sequences, and learning trajectories that children can and should learn at each of their first years of life, with specific developmental guidelines that suggest appropriate content for each topic for each year from 2-year-olds to 7-year-olds.
This is an indispensable volume for mathematics educators, researchers, curriculum developers, teachers and policymakers, including those who create standards, scope and sequences, and curricula for young children and professional teacher development materials, and students in mathematics education, early childhood trainers, teacher educators, and faculty in mathematics education.