Perspectives on Reconceptualizing Early Mathematics Learning

English, Lyn D. & Mulligan, Joanne T. (2013) Perspectives on Reconceptualizing Early Mathematics Learning. In English, Lyn D. & Mulligan, Joanne T. (Eds.) Reconceptualizing Early Mathematics Learning. Springer, Dordrecht Heidelberg New York London, pp. 1-4.

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This introductory section provides an overview of the different perspectives on reconceptualizing early mathematics learning. The chapters provide a broad scope in their topics and approaches to advancing young children’s mathematical learning. They incorporate studies that highlight the importance of pattern and structure across the curriculum, studies that target particular content such as statistics, early algebra, and beginning number, and studies that consider how technology and other tools can facilitate early mathematical development. Reconceptualizing the professional learning of teachers in promoting young children’s mathematics, including a consideration of the role of play, is also addressed. Although these themes are diffused throughout the chapters, we restrict our introduction to the core focus of each of the chapters.

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ID Code: 64822
Item Type: Book Chapter
Keywords: Pattern and structure, Statistics, Early algebra, Beginning number, Technology, Modelling, Professional development
DOI: 10.1007/978-94-007-6440-8_1
ISBN: 9789400764392
ISSN: 1869-4918
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 26 Nov 2013 23:40
Last Modified: 29 Nov 2013 00:35

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