Building the Foundation : Whole Numbers in the Primary Grades : the 23rd ICMI Study / edited by Maria G. Bartolini Bussi, Xu Hua Sun.
Bartolini Bussi, Maria G., editor.; Sun, Xu Hua, editor.
2018
QA141
Available Online

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Title Building the Foundation : Whole Numbers in the Primary Grades : the 23rd ICMI Study / edited by Maria G. Bartolini Bussi, Xu Hua Sun.
ISBN 9783319635552 (electronic book)
3319635557 (electronic book)
9783319635545
3319635549
3319635549
9783319635545
DOI https://doi.org/10.1007/978-3-319-63555-2
Published Cham : Springer, 2018.
Language English
Description 1 online resource (xxxi, 536 pages) : illustrations.
Item Number 10.1007/978-3-319-63555-2 doi
9783319635545
Call Number QA141
Dewey Decimal Classification 370
Summary This twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraints into account. One of the main challenges of designing the first ICMI primary school study of this kind is the complex nature of mathematics at the early level. Accordingly, a focus area that is central to the discussion was chosen, together with a number of related questions. The broad area of Whole Number Arithmetic (WNA), including operations and relations and arithmetic word problems, forms the core content of all primary mathematics curricula. The study of this core content area is often regarded as foundational for later mathematics learning. However, the principles and main goals of instruction on the foundational concepts and skills in WNA are far from universally agreed upon, and practice varies substantially from country to country. As such, this study presents a meta-level analysis and synthesis of what is currently known about WNA, providing a useful base from which to gauge gaps and shortcomings, as well as an opportunity to learn from the practices of different countries and contexts.
Access Note Access limited to authorized users.
Digital File Characteristics text file PDF
Added Author Bartolini Bussi, Maria G., editor.
Sun, Xu Hua, editor.
Series New ICMI studies series.
Available in Other Form Print version: : 9783319635545
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Part I. Introductory section
Chapter 1. Building a strong foundation concerning whole numbers arithmetic in primary grades: editorial introduction
Chapter 2. Social and cultural contexts in the teaching and learning of whole numbers arithmetic
Chapter 3. Language and cultural issues in the teaching and learning of whole number arithmetic
Chapter 4. Reflecting on number language: a commentary on Chapter 3
Part II. Working group chapters and commentaries
Chapter 5. What and why of whole number arithmetic: foundational ideas from history, language, and societal changes
Chapter 6. Reflecting on the what and why of whole numbers arithmetic: a commentary on Chapter 5
Chapter 7. Whole number thinking, learning and development: neuro-cognitive, cognitive and developmental approaches
Chapter 8. Whole number thinking, learning and development: a commentary on Chapter 7
Chapter 9. Aspects that affect whole number learning: cultural artefacts and mathematical tasks
Chapter 10. Artefacts and tasks in the mathematical preparation of teachers of elementary arithmetic from a mathematician's perspective: a commentary on Chapter 9
Chapter 11. How to teach and assess whole number arithmetic: some international perspectives
Chapter 12. How to teach and assess whole number arithmetic: a commentary on Chapter 11
Chapter 13. Connecting whole number arithmetic foundations to other parts of mathematics: structure and structuring activity
Chapter 14. Structuring structural awareness: a commentary on Chapter 13. Part III
Panels
Chapter 15. Panel on tradition in whole number arithmetic
Chapter 16
Panel on special needs in research and instruction in whole number arithmetic
Chapter 17. Panel on professional development models for whole number aritmetic in primary mathematics teacher education: a cross-cultural overview
Part IV
Plenary presentations
Chapter 18. The theory of school arithmetic: whole numbers
Chapter 19. Quantities, numbers, number names and the real number
Chapter 20. Low numeracy: from brain to education
Part V. Appendices.

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