Intro; Foreword; References; Contents; Editors and Contributors; Infancy and Preschool; Early Mathematical Minds: Interdisciplinary Perspectives on Early Mathematical Learning and Cognition; References; The "Girl Crisis": The Relationship Between Early Gender Differences and Future Mathematical Learning and Participation; Gender Differences and Similarities; Reasons for Gender Differences; Perception and Beliefs; Parent and Teacher Influences; Lack of Representation of Males and Fathers; Gender Stereotypes; Interest and Motivation; Conclusion; References

Spatial Learning and Play with Technology: How Parental Spatial Talk Differs Across ContextsImportance of Foundational Spatial Skills; Why Is Spatial Language Important to Early Spatial Development?; Supporting Foundational Spatial Development Through Play; Touch-Screen Technology and Early Spatial Development; Touch-Screen Technology and Parental Use of Spatial Words; Instructional Affordances and Caveats Regarding Pedagogical Content of Apps in Spatial Development; Conclusions; References

Supporting Mathematics Play in Home Environments: A Feasibility Examination of a Take-Home Bag InterventionPreschool-Home Connections; Mathematics Bags; What Did Parents Say and Do?; Content Specific Engagement and Parent Feedback; Intentional Connections; Conclusion; References; The Beginnings of Formal Schooling; Early Identification of, and Interventions for, Kindergarten Students at Risk for Mathematics Difficulties; Introduction; Predictors of Numeracy; Quantitative Skills; Working Memory; Linguistic Skills; Summary; Early Identification; Number Sets Test; Number Sense Screener; Summary

Early InterventionWhat Is a Numeracy Intervention?; Criteria for Evaluating Interventions; Evidence-Based Interventions; Number Sense Interventions; Summary; Conclusion; References; Mathematical or Computational Thinking? An Early Years Perspective; What Is CT?; CT in a Classroom; The Relationship Between CT and Mathematical Thinking (MT); Our Study; Why Is Seeing CT, MT, and the Overlap Between CT and MT Important?; Further Research and Professional Development; References; Supporting Meaningful Use of Manipulatives in Kindergarten: The Role of Dual Representation in Early Mathematics

Supporting Students' Quantitative Interpretations of ManipulativesThe Kindergarten Study; Overview; Classroom Instruction; Learning, Dual Representation, and Application Tasks; Results; The Development of Dual Representation Across the Sample; Differences in Prior Knowledge; Application Task; Discussion; References; Kindergarteners' and First-Graders' Development of Numbers Representing Length and Area: Stories of Measurement; Introduction; Models-and-Modeling Perspective; Modeling at Early Years; Story-Based MEAs for Young Learners; The Proper Hop MEA; Fussy Rug Bugs MEA; Data Collection Methods in K-1 Classrooms