Special Issues in Early Childhood Mathematics Education Research

Learning, Teaching and Thinking
Erscheinungsjahr 2022
ISBN: 978-90-04-44627-4
Verlag: Brill

Buch, Englisch, Band 5, 304 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 551 g

Reihe: Mathematics Teaching and Learning

In this book, 23 contributors offer new insights on key issues in mathematics education in early childhood. The chapters cover all mathematics curriculum-related issues in early childhood (number, geometry, patterns and structures and mathematics in daily life). Special attention is given to teachers knowledge and innovative research issues such as quantifiers among young children.

Contributors are: Abraham Arcavi, Ruthi Barkai, Douglas H. Clements, Bat-Sheva Eylon, Dina Hassidov, Rina Hershkowitz, Leah Ilani, Bat-Sheva Ilany, Candace Joswick, Esther Levenson, Zvia Markovits, Zemira Mevarech, Joanne Mulligan, Sherman Rosenfeld, Flavia Santamaria, Julie Sarama, Juhaina Awawdeh Shahbari, Amal Sharif-Rasslan, Tal Sharir, Nora Scheuer, Pessia Tsamir, Dina Tirosh and Ana Clara Ventura.

Autoren/Hrsg.

Weitere Mitwirkende

Sharif-Rasslan, Amal

Hassidov, Dina

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Vorschul- und Kindergartenpädagogik

Inhaltsverzeichnis

Preface

List of Figures and Tables

Notes on Contributors

Introduction

Amal Sharif-Rasslan and Dina Hassidov

PART 1: The Number Concept Development in Early Childhood: Cognition, Metacognition and More

1 Comparing the Development of Numerical and Quantitive Ability Historically and in Children: Does One Reflect the Other?

Amal Sharif-Rasslan

2 Young Children’s Metacognitive Processes in a Variety of Challenging Number Tasks

Ana Clara Ventura, Flavia Santamaria and Nora Scheuer

3 Playing with Counting ‘Games’ on the Tablet

Ruthi Barkai, Esther Levenson, Pessia Tsamir and Dina Tirosh

PART 2: Geometry: Teaching Learning and Thinking

4 Learning and Teaching Geometry in Early Childhood

Douglas H. Clements, Julie Sarama and Candace Joswick

5 Visual Thinking and a Visual Language for Young Children: The Agam Program

Zvia Markovits, Rina Hershkowitz, Sherman Rosenfeld, Lea Ilani and Bat-Sheva Eylon

PART 3: Patterns and Structure

6 Pathways to Early Mathematical Thinking in Kindergarten: The Pattern and Structure Mathematics Awareness Program

Joanne Mulligan

7 Young Children’s Recognition of Mathematical Structures and Its Relations to Mathematical Skills

Tal Sharir and Zemira Mevarech

PART 4: Early Childhood Mathematical Thinking and Cognition: Reasoning and Explanations

8 Decision Making and Logical Deductions in Early Childhood When Dealing with the Quantifier “For All”

Amal Sharif-Rasslan

9 On Explaining, Explanations and Second Graders

Rina Hershkowitz and Abraham Arcavi

PART 5: Early Childhood Mathematics Teachers’ Knowledge and Professional Development

10 Between Natural Language and Mathematical Symbols (, =): The Comprehension of Pre-Service and Preschool Teachers’ Perspective of “Numbers” and “Quantity”

Bat-Sheva Ilany and Dina Hassidov

11 Investigation of Mathematical-Pedagogical Knowledge among Prospective Teachers in the Early Childhood Program at the College for Arabic Speakers

Juhaina Awawdeh Shahbari

12 Professional Development of Kindergarten Teachers through Collaboration with Preschool Math Education Expertise

Dina Hassidov and Bat-Sheva Ilany

PART 6: Conclusion

13 Special Issues in Early Childhood Mathematics Education: A Wrap-Up of Topics in the Book

Amal Sharif-Rasslan

Index

Über Autor(innen)

Amal Sharif-Rasslan, Ph.D. (1999), The Academic Arab College, Haifa, Israel, is Assistant Professor at that college. She currently heads the Department of Mathematics in this college, and has published many articles in elementary mathematics and mathematics education.


Dina Hassidov, Ph.D. (2000), is a faculty member of Talpiot Academic College, Department of Mathematical Education. Her main areas of interest are mathematical and didactic aspects of the understanding and use of mathematical symbols, mathematical thinking in young children (ages 3–6) and the professional development of pre-service mathematics teachers for preschool.