Early Mathematics Learning

Selected Papers of the POEM 2012 Conference
Softcover Nachdruck of the original 1. Auflage 2014
ISBN: 978-1-4939-4593-1
Verlag: Springer

Buch, Englisch, 326 Seiten, Previously published in hardcover, Format (B × H): 155 mm x 235 mm, Gewicht: 5153 g

This book will gather current research in early childhood mathematics education. A special focus will be the tension between instruction and construction of knowledge. The book includes research on the design of learning opportunities, the development of mathematical thinking, the impact of the social setting and the professionalization of nursery teachers.

Zielgruppe

Research

Autoren/Hrsg.

Kortenkamp, Ulrich

Brandt, Birgit

Vogel, Rose

Benz, Christiane

Krummheuer, Götz

Ladel, Silke

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Grundschuldidaktik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Vorschul- und Kindergartenpädagogik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung

Inhaltsverzeichnis

Table of Contents

0-1 Introduction

Christiane Benz, Birgit Brandt, Ulrich Kortenkamp, Götz Krummheuer,  Silke Ladel and Rose Vogel       

0-2 A dance of instruction with construction in mathematics education

Norma Presmeg

1-1 It is quite confusing isn’t it? – Implications of a National policy on mathematics teaching on the dance of instruction and construction of knowledge in the teaching of place value through manipulatives

Judy Sayers and Patti Barber

1-2 Mathematical teaching moments: between instruction and construction

Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg

1-3 “I have a little job for you” – Instructional practices in interaction processes between kindergarten teachers and young children in Germany

Birgit Brandt

1-4 The Relationship between cultural Expectation and the local Realization of a Mathematics learning Environment

Götz Krummheuer

1-5 The Reflection of Spatial Thinking on the Interactional Niche in the Family – Interactional Niche in the Development of Mathematical Thinking (NMT) in Familial Situations   

Ergi Acar Bayraktar

2-1 The Roots of Mathematising in Young Children’s Play Bert van Oers

2-2 Non-canonical Solutions in Children-Adult Interactions—A Case Study of the Emergence of Mathematical Creativity

Melanie Münz

2-3 The Interplay between Gesture and Speech - Second Graders solve Mathematical Problems 

Melanie Huth

2-4 Children’s Constructions in the Domain of Geometric Competencies (in two different instructional settings)

Andrea Simone Maier, Christiane Benz

2-5 Identifying quantities – Children’s constructions to compose collections from parts or decompose collections into parts

Christiane Benz

3-1 Children’s engagement with mathematics in kindergarten mediated by the use of digital tools

M. Carlsen, I. Erfjord, & P. S. Hundeland

3-2 Mathematical Situations of Play and Exploration as an Empirical Research Instrument           

Rose Vogel

3-3 Number concepts — processes of internalization and externalization by the use of multi-touch technology

Silke Ladel and Ulrich Kortenkamp

4-1 Intentional Teaching: Integrating the Processes of Instruction and Construction to Promote Quality Early Mathematics Education

Jie-Qi Chen and Jennifer McCray

4-2 Professionalization of Early Childhood Educators with a Focus on Natural Learning Situations and Individual Development of Mathematical Competencies: Results from an Evaluation Study   19

Hedwig Gasteiger

4-3 Employing the CAMTE framework: Focusing on preschool teachers’ knowledge and self-efficacy related to students’ conceptions

Pessia Tsamir, Dina Tirosh, Esther Levenson, Michal Tabach, Ruthi Barkai

4-4 Early enhancement of kindergarten children potentially at risk in learning school mathematics – Design and quantitative findings of an intervention study

Andrea Peter-Koop, Meike Grüßing

Über Autor(innen)

Ulrich Kortenkamp is professor of mathematics and mathematics education at the University of Education Karlsruhe. His research interests lie at the interface between mathematics, computer science and didactics of the sciences. Götz Krummheuer is a professor in the department of mathematics at the Institute for the Teachng of Mathematics at the University of Frankfurt, Germany.