| Description |
1 online resource (547 pages) |
| Contents |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; List of Figures; List of Tables; Chapter 1. Nurturing Young Children's Mathematical Development; How Do Young Children Learn Mathematics?; Theories vs. Assumptions; Cognitive or Intellectual Development; Inquiry-Based Learning; Socio-Constructivism; Developmentally Appropriate Practice (DAP); Developmentally Appropriate Practices in Mathematics; General Characteristics of Children Birth to Age Three; Mathematics Concept Development from Birth to Age Three; General Characteristics of Four- and Five-Year-Old Children |
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General Characteristics of Six-, Seven-, and Eight-Year-Old ChildrenMathematics Learning in the Primary Grades; Home/School/Community Connection; Implications for Teaching Mathematics to Build Connections; Creating a Classroom Focused on Diversity; Children with Special Needs; Implications for Teaching Mathematics to Children with Special Needs; Mathematically Promising Children; Implications for Teaching Mathematics; English Language Learners (ELL); Implications for Teaching Mathematics to English Language Learners; Learning Styles and Multiple Intelligences |
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Implications for Teaching MathematicsIntegrating the Curriculum; Children's Literature; Vocabulary Development; Learning Centers; Additional Resources; References; Chapter 2. Mathematics Curricula for Young Children, Standards, and Assessment; The Components of Effective Math Curricula in Early Childhood Programs; Another Type of Curriculum; Other Curricular Information; Technology and Curriculum for Young Children; Approaches to Learning; Professional Standards from the National Council of Teachers of Mathematics (NCTM) and the Common Core State Standards Initiative |
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National Council of Teachers of Mathematics Process StandardsAssessment of Children's Learning; Assessing Prekindergarten and Kindergarten Children's Development and Learning; Assessing Children's Development and Learning in the Primary Grades; References; Chapter 3. Numbers and Operations; Chapter Outcomes; Overview of Concept Development; Building Concepts of Numbers and Operations at the Prekindergarten Level; Content Standards for Prekindergarten; Prekindergarten Outcomes; Content Standards for Kindergarten; Kindergarten Outcomes; Content Standards for Grade 1; Grade 1 Outcomes |
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Standards for Grade 2Grade 2 Outcomes; Content Standards for Grade 3; Grade 3 Outcomes; Adaptations for Children with Special Needs; Adaptations for Mathematically Promising Children; Adaptations for English Language Learners (ELL); Home/School Connection Ideas and Activities; Curriculum Integration; Numbers and Operations Content Vocabulary; Literature Connections; Assessing Chapter Outcomes; Chapter Extension Activities; References; Chapter 4. Patterns, Functions, and Algebraic Thinking; Chapter Outcomes; Overview of Concept Development |
| Summary |
Teaching Young Children Mathematics provides a comprehensive overview of mathematics instruction in the early childhood classroom. Taking into account family differences, language barriers, and the presence of special needs students in many classrooms throughout the U.S., this textbook situates best practices for mathematics instruction within the larger frameworks of federal and state standards as well as contemporary understandings of child development. Key topics covered include: developmental information of conceptual understanding in mathematics from birth through 3rd g |
| Notes |
Building Concepts of Pattern, Function, and Algebra at the Prekindergarten Level |
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Print version record |
| Form |
Electronic book
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| Author |
Ziegenfuss, Robert G
|
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Chrisman, J. Kent
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| ISBN |
9781136175442 |
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113617544X |
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