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001398156 001__ 1398156
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001398156 0247_ $$a10.1007/978-981-10-2553-2$$2doi
001398156 035__ $$aSP(OCoLC)965145426
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001398156 049__ $$aISEA
001398156 050_4 $$aQA135.6$$b.E54 2017
001398156 08204 $$a370$$223
001398156 24500 $$aEngaging families as children's first mathematics educators :$$binternational perspectives /$$cSivanes Phillipson, Ann Gervasoni, Peter Sullivan, editors.
001398156 264_1 $$aSingapore :$$bSpringer,$$c[2017]
001398156 300__ $$a1 online resource (259)
001398156 336__ $$atext$$btxt$$2rdacontent
001398156 337__ $$acomputer$$bc$$2rdamedia
001398156 338__ $$aonline resource$$bcr$$2rdacarrier
001398156 347__ $$atext file$$bPDF$$2rda
001398156 4901_ $$aEarly mathematics learning and development
001398156 504__ $$aIncludes bibliographical references.
001398156 5050_ $$aPreface; Contents; Introduction; 1 Engaging Families as the First Mathematics Educators of Children; Abstract; Introduction; Recognition of Early Years Development; Context and Aim of This Book; Contributions in This Book; Conclusion; References; Key Foci and Pedagogical Actions That Support Young Children's Mathematics Learning; 2 Describing the Mathematical Intentions of Early Learning Childhood Experiences; Abstract; Introduction: The Purpose of Defining Mathematics Learning Goals; The Process and Data Used to Define the Learning Goals; Analysis and Synthesis of Particular Content Domains.
001398156 5058_ $$aMeasurementTime; Numbers; Shape; Location (Visualising); Patterns; Summary; References; 3 Mathematics with Infants and Toddlers; Abstract; Introduction; Setting the Context; Families as the First Educators of Young Children; How Do Families Help with Mathematical Development at Home?; Communication Between Adult and Child; Assisting with Number Learning; Assisting with Measurement; Assisting with Patterns; Providing Play Opportunities Inside and Outside at Home; Pedagogical Approaches; Variation Theory; The Montessori Approach; Conclusion; References.
001398156 5058_ $$a4 Enumeration: Counting Difficulties Are Not Always Related to NumbersAbstract; What Is and What Is not Enumeration?; Comparing One to One Correspondence and Enumeration; Didactical Engineering and Task Design; Enumeration as a Knowledge in Situation; Enumeration of Fixed Objects; Description of the Game of Hidden Objects; Results of Experimentation; Role of Teachers or Educators; Enumeration of Mobile Objects; Description of the Game of Marked Counters; Analysis of an Observation; Role of Teachers and Educators; Social and School Situations Similar to the Marked Counters Game; Conclusion.
001398156 5058_ $$aSpiros and Alissa Play 'Concentration'Numeral Identification: Some Research; Sandi and Her Tablet; Ordinal Number: Some Research; Elouise Plays 'Snakes and Ladders'; Addition: Some Research; Jules Takes Away; Subtraction: Some Research; Building a Police Van; Multiplication: Some Research; Anne and Ruby Share; Partitioning and Sharing: Some Research; Peter and Infinity; Abstraction: Some Research; Conclusion; References; Home Interactions and Learning Experiences That Support Early Mathematical Learning.
001398156 506__ $$aAccess limited to authorized users.
001398156 520__ $$aThis book explores how professionals can engage and inspire parents to support their young children's mathematics learning. Bringing together international experts, researchers and scholars, it proposes a framework for engaging with and supporting parents, including those who are less aware of the crucial development of children's mathematical skills in the early years. Focusing on mathematics learning from birth to 5 years, the book's underlying assumption is that it is possible to offer guidance to professionals working with families with young children concerning how to engage and support families in the area of mathematics learning, including those families who seem alienated from education services. Specifically, the respective chapters present a framework for understanding children's early mathematical development and the important role of families in this regard. They describe effective strategies for engaging families in their children's mathematics learning, including those who are marginalised and experience multiple disadvantages, so that all families can best support their children's mathematical learning and their development of positive attitudes towards learning. In closing, hurdles and opportunities within the systems surrounding family engagement are addressed.
001398156 588__ $$aDescription based on print version record.
001398156 650_0 $$aMathematics$$xStudy and teaching (Early childhood)
001398156 650_6 $$aMathématiques$$xÉtude et enseignement (Première enfance)
001398156 655_0 $$aElectronic books
001398156 7001_ $$aPhillipson, Sivanes,$$eeditor.
001398156 7001_ $$aGervasoni, Ann,$$eeditor.
001398156 7001_ $$aSullivan, Peter,$$d1948-$$eeditor.
001398156 77608 $$iPrint version:$$z9811025517$$z9789811025518$$w(OCoLC)954425984
001398156 830_0 $$aEarly mathematics learning and development.
001398156 852__ $$bebk
001398156 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-10-2553-2$$zOnline Access$$91397441.1
001398156 909CO $$ooai:library.usi.edu:1398156$$pGLOBAL_SET
001398156 980__ $$aBIB
001398156 980__ $$aEBOOK
001398156 982__ $$aEbook
001398156 983__ $$aOnline
001398156 994__ $$a92$$bISE