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000890320 019__ $$a1105183091
000890320 020__ $$a9783030128951$$q(electronic book)
000890320 020__ $$a3030128954$$q(electronic book)
000890320 020__ $$z9783030128944
000890320 0247_ $$a10.1007/978-3-030-12
000890320 035__ $$aSP(OCoLC)on1101034832
000890320 035__ $$aSP(OCoLC)1101034832$$z(OCoLC)1105183091
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000890320 050_4 $$aQA135.6$$b.M38 2019
000890320 08204 $$a372.701/9$$223
000890320 24500 $$aMathematical learning and cognition in early childhood :$$bintegrating interdisciplinary research into practice /$$cKatherine M. Robinson, Helena P. Osana, Donna Kotsopoulos, editors.
000890320 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2019]
000890320 300__ $$a1 online resource
000890320 336__ $$atext$$btxt$$2rdacontent
000890320 337__ $$acomputer$$bc$$2rdamedia
000890320 338__ $$aonline resource$$bcr$$2rdacarrier
000890320 504__ $$aIncludes bibliographical references and index.
000890320 5050_ $$aIntro; 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
000890320 5058_ $$aSpatial Learning and Play with Technology: How Parental Spatial Talk Differs Across ContextsImportance of Foundational Spatial Skills; Why Is Spatial Language Important to Early Spatial Development?; Supporting Foundational Spatial Development Through Play; Touch-Screen Technology and Early Spatial Development; Touch-Screen Technology and Parental Use of Spatial Words; Instructional Affordances and Caveats Regarding Pedagogical Content of Apps in Spatial Development; Conclusions; References
000890320 5058_ $$aSupporting 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
000890320 5058_ $$aEarly InterventionWhat Is a Numeracy Intervention?; Criteria for Evaluating Interventions; Evidence-Based Interventions; Number Sense Interventions; Summary; Conclusion; References; Mathematical or Computational Thinking? An Early Years Perspective; What Is CT?; CT in a Classroom; The Relationship Between CT and Mathematical Thinking (MT); Our Study; Why Is Seeing CT, MT, and the Overlap Between CT and MT Important?; Further Research and Professional Development; References; Supporting Meaningful Use of Manipulatives in Kindergarten: The Role of Dual Representation in Early Mathematics
000890320 5058_ $$aSupporting 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
000890320 506__ $$aAccess limited to authorized users.
000890320 520__ $$aThis book explores mathematical learning and cognition in early childhood from interdisciplinary perspectives, including developmental psychology, neuroscience, cognitive psychology, and education. It examines how infants and young children develop numerical and mathematical skills, why some children struggle to acquire basic abilities, and how parents, caregivers, and early childhood educators can promote early mathematical development. The first section of the book focuses on infancy and toddlerhood with a particular emphasis on the home environment and how parents can foster early mathematical skills to prepare their children for formal schooling. The second section examines topics in preschool and kindergarten, such as the development of counting procedures and principles, the use of mathematics manipulatives in instruction, and the impacts of early intervention. The final part of the book focuses on particular instructional approaches in the elementary school years, such as different additive concepts, schema-based instruction, and methods of division. Chapters analyze the ways children learn to think about, work with, and master the language of mathematical concepts, as well as provide effective approaches to screening and intervention. Included among the topics: The relationship between early gender differences and future mathematical learning and participation. The connection between mathematical and computational thinking. Patterning abilities in young children. Supporting children with learning difficulties and intellectual disabilities. The effectiveness of tablets as elementary mathematics education tools. Mathematical Learning and Cognition in Early Childhood is an essential resource for researchers, graduate students, and professionals in infancy and early childhood development, child and school psychology, neuroscience, mathematics education, educational psychology, and social work.
000890320 588__ $$aDescription based on online resource; title from digital title page (viewed on June 19, 2019).
000890320 650_0 $$aMathematics$$xStudy and teaching (Early childhood)$$xPsychological aspects.
000890320 650_0 $$aCognition in children.
000890320 7001_ $$aRobinson, Katherine M.,$$eeditor.
000890320 7001_ $$aOsana, Helena P.,$$eeditor.
000890320 7001_ $$aKotsopoulos, Donna,$$eeditor.
000890320 77608 $$iPrint version:$$aRobinson, Katherine M.$$tMathematical Learning and Cognition in Early Childhood : Integrating Interdisciplinary Research into Practice$$dCham : Springer,c2019$$z9783030128944
000890320 852__ $$bebk
000890320 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-030-12895-1$$zOnline Access$$91397441.1
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000890320 980__ $$aBIB
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000890320 983__ $$aOnline
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