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Table of Contents
Introduction
Chapter 1 Engaging families as the first mathematics educators of children
Key foci and pedagogical actions that support young children's mathematics learning
Chapter 2 Describing the mathematical intentions of early learning childhood experiences
Chapter 3 Mathematics with infants and toddlers
Chapter 4 Enumeration: Counting difficulties are not always related to numbers
Chapter 5 Discerning and supporting the development of mathematical fundamentals in early years
Chapter 6 Number stories
Home interactions and learning experiences that support early mathematical learning
Chapter 7 Meta-Analysis of the relationship between Home and Family experiences and Young children's early numeracy learning
Chapter 8 Parental perceptions of access to capitals and early mathematical learning: Some early insights from Numeracy@Home project
Chapter 9 Involving parents in games and picture books
Chapter 10 Do Hong Kong parents engage in learning activities conducive to preschool children's mathematics development?
Family and educator partnerships that support early mathematical learning
Chapter 11 Working with parents to promote preschool children's numeracy: Teachers' attitudes and beliefs
Chapter 12 Bringing families and preschool educators together to support young children's learning through noticing, exploring and talking about Mathematics
Chapter 13 Supporting early mathematics learning: Building mathematical capital through participating in early years swimming
Chapter 14 Fostering children's everyday mathematical knowledge through caregiver participation in Support Playgroups in Schools
Conclusion
Chapter 15 Insights for engaging families as the first mathematics educators of children.
Chapter 1 Engaging families as the first mathematics educators of children
Key foci and pedagogical actions that support young children's mathematics learning
Chapter 2 Describing the mathematical intentions of early learning childhood experiences
Chapter 3 Mathematics with infants and toddlers
Chapter 4 Enumeration: Counting difficulties are not always related to numbers
Chapter 5 Discerning and supporting the development of mathematical fundamentals in early years
Chapter 6 Number stories
Home interactions and learning experiences that support early mathematical learning
Chapter 7 Meta-Analysis of the relationship between Home and Family experiences and Young children's early numeracy learning
Chapter 8 Parental perceptions of access to capitals and early mathematical learning: Some early insights from Numeracy@Home project
Chapter 9 Involving parents in games and picture books
Chapter 10 Do Hong Kong parents engage in learning activities conducive to preschool children's mathematics development?
Family and educator partnerships that support early mathematical learning
Chapter 11 Working with parents to promote preschool children's numeracy: Teachers' attitudes and beliefs
Chapter 12 Bringing families and preschool educators together to support young children's learning through noticing, exploring and talking about Mathematics
Chapter 13 Supporting early mathematics learning: Building mathematical capital through participating in early years swimming
Chapter 14 Fostering children's everyday mathematical knowledge through caregiver participation in Support Playgroups in Schools
Conclusion
Chapter 15 Insights for engaging families as the first mathematics educators of children.