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Table of Contents
1 Mathematics and Transition to School: Theoretical Frameworks and Practical Implications
Part I The Mathematics Young Children Bring to the First Year of School
2 Swimming Upstream in a Torrent of Assessment
3 Assessing Young Children?s Mathematical Understanding: Opportunities and Expectations at the Transition to School
4 Children?s Mathematical Knowledge Prior to Starting School and Implications for Transition
5 Transition to School: Prior to School Mathematical Skills and Knowledge of Low-Achieving Children at the End of Grade 1
6 Let?s Count: Early Childhood Educators and Families Working in Partnership to Support Young Children?s Transitions in Mathematics Education
7 The Role of the Home Environment in Children?s Early Numeracy Development: A Canadian Perspective
8 Mathematics Teachers Responding to Children?s Resources to Create Learning for All
Part II Continuity of Mathematics Curriculum and/or Pedagogy as Children Begin School
9 The Relationship Between Policy and Practice in the Early Mathematics Curriculum for Reception-Class Children in England
10 Scaling Up Early Mathematics Interventions: Transitioning with Trajectories and Technologies
11 Partnerships that Support Children?s Mathematics During the Transition to School: Perceptions, Barriers and Opportunities
12 The Culture of the Mathematics Classroom During the First School Years in Finland and Sweden
13 A New Zealand Perspective: Mathematical Progressions from Early Childhood to School through a Child Centred Curriculum?
14 The Impact of a Patterns and Early Algebra Program on Children?s Learning in Transition to School in Australian Indigenous Communities
15 Preschool Mathematics Learning and School Transition in Hong Kong
Part III Informal and Formal Mathematics and the Transition to School
16 Early Mathematics in Play Situations: Continuity of Learning
17 Mathematical Conversations that Challenge Children?s Thinking
18 Transition to School: Supporting Children?s Engagement in Mathematical Thinking Processes
19 Listening to Children?s Mathematics in School.
Part I The Mathematics Young Children Bring to the First Year of School
2 Swimming Upstream in a Torrent of Assessment
3 Assessing Young Children?s Mathematical Understanding: Opportunities and Expectations at the Transition to School
4 Children?s Mathematical Knowledge Prior to Starting School and Implications for Transition
5 Transition to School: Prior to School Mathematical Skills and Knowledge of Low-Achieving Children at the End of Grade 1
6 Let?s Count: Early Childhood Educators and Families Working in Partnership to Support Young Children?s Transitions in Mathematics Education
7 The Role of the Home Environment in Children?s Early Numeracy Development: A Canadian Perspective
8 Mathematics Teachers Responding to Children?s Resources to Create Learning for All
Part II Continuity of Mathematics Curriculum and/or Pedagogy as Children Begin School
9 The Relationship Between Policy and Practice in the Early Mathematics Curriculum for Reception-Class Children in England
10 Scaling Up Early Mathematics Interventions: Transitioning with Trajectories and Technologies
11 Partnerships that Support Children?s Mathematics During the Transition to School: Perceptions, Barriers and Opportunities
12 The Culture of the Mathematics Classroom During the First School Years in Finland and Sweden
13 A New Zealand Perspective: Mathematical Progressions from Early Childhood to School through a Child Centred Curriculum?
14 The Impact of a Patterns and Early Algebra Program on Children?s Learning in Transition to School in Australian Indigenous Communities
15 Preschool Mathematics Learning and School Transition in Hong Kong
Part III Informal and Formal Mathematics and the Transition to School
16 Early Mathematics in Play Situations: Continuity of Learning
17 Mathematical Conversations that Challenge Children?s Thinking
18 Transition to School: Supporting Children?s Engagement in Mathematical Thinking Processes
19 Listening to Children?s Mathematics in School.