| Description |
1 online resource |
| Contents |
Dedication; Acknowledgement; Contents; Contributors; List of Reviewers; Part I: Introduction; Introduction; The POEM Conferences; Mathematics and Early Childhood Education; Mathematics, Play, and Direct Teaching; Overview of the Book; Conclusion; References; A Historical Overview of Early Education Policy and Pedagogy: Global Perspectives and Particular Examples; Political (Un)Interest in ECE Pedagogy (1945-1990s); Global Rationales for National ECE Curricula (1990s-2015); An Enlightened Emphasis on Home Instruction of the Very Young (1700s-1800s) |
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"Socially Empty Space" and the Apparatus of Early Education (1800-1900) Refilling the Space and "New Education" Ideals (1900-1940s); Summary; References; Part II: Family and Transitions; Can Values Awareness Help Teachers and Parents Transition Preschool Learners into Mathematics Learning?; Introduction; The Contribution of Ethnomathematics to a Culturally Based Mathematics Curriculum; The Contribution of Research on Culturally Situated Learning; The Contribution of Research on Values to Mathematical Transitions; Ideology: Rationalism; Ideology: Objectism; Sentiment: Control |
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Sentiment: Progress Sociology: Openness; Sociology: Mystery; The Adequacy or Otherwise of Our Research Methods; Appendix: Two Items from the VAMP Teacher Questionnaire; References; Negotiating with Family Members in a Block Play; Introduction; erStMaL Family Study; Theoretical Basis of Interactional Niche and MLSS; Content; Cooperation; Pedagogy and Education; Block Play as an Intervention; The Block Play of Family Gül; Delineation of the Interactional Niche of Family Gül; Content; Cooperation; Pedagogy and Education; Mathematical Learning Support System for Berk; Epilogue |
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Comparison of the Learning Situation in Kindergarten and Primary School Conclusion; References; Investigating the Potential of the Home Learning Environment for Early Mathematics Learning: First Results of an Intervention Study with Kindergarten Children; Introduction; Theoretical Background: Number Concept Development; Context of the Study: The KERZ Project; Design of the Pilot Study and Methodology; Results; Discussion and Implications; References; The Impact on Learning When Families and Educators Act Together to Assist Young Children to Notice, Explore and Discuss Mathematics |
| Summary |
This book presents chapters based on papers presented at the second POEM conference on early mathematics learning. These chapters broaden the discussion about mathematics education in early childhood, by exploring the debate about construction versus instruction. Specific sections investigate the teaching and learning of mathematical processes and mathematical content, early childhood teacher development, transitions for young children between home and preschool, between home and school and between preschool and school. The chapters use a range of innovative theoretical and methodological approaches which will form an interesting basis for future research in this area |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed January 28, 2016) |
| Subject |
Mathematics -- Study and teaching (Early childhood)
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EDUCATION -- Elementary.
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Mathematics -- Study and teaching (Early childhood)
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| Genre/Form |
Electronic books
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proceedings (reports)
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Conference papers and proceedings
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Conference papers and proceedings.
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Actes de congrès.
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| Form |
Electronic book
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| Author |
Meaney, Tamsin, author
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Helenius, Ola, editor
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Johansson, Maria L., editor
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Lange, Troels, editor
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Wernberg, Anna, editor
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POEM 2014 Conference (2014 : Malmö, Sweden)
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| ISBN |
9783319239354 |
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331923935X |
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