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chapter
posted on 2024-06-17, 23:16authored byJA Mousley
True personal stories are used to introduce some of the research into pre-school children’s development of number knowledge and skills. A range of conversations and stimulating environments illustrate how parents, grandparents, peers, and early childhood professionals support the mastery of new number words and concepts as well as mathematical actions, in everyday contexts and play situations. The stories discuss the learning of real children developing knowledge and skills in the pre-school years. They tell about early quantity identification along with some young children’s growth of interest in and skills with cardinal and ordinal number and counting; learning about more and less, then very simple addition and subtraction; early recognition and naming of multiplication “arrays”; written numeral identification; and one child’s earliest abstract understanding of the idea of infinity. For each of these topics, some research on pre-school learning is outlined. The growth of children’s self-concepts as they handle mathematics and the situatedness of learning in varied and everyday, informal learning contexts are supplementary themes of this chapter.
History
Chapter number
6
Pagination
81-101
ISSN
2213-9281
ISBN-13
9789811025532
ISBN-10
9811025533
Language
eng
Publication classification
B Book chapter, B1 Book chapter
Copyright notice
2017, Springer Science+Business Media Singapore
Extent
15
Editor/Contributor(s)
Phillipson S, Gervasoni A, Sullivan P
Publisher
Springer
Place of publication
Gateyway East, Singapore
Title of book
Engaging families as children's first mathematics educators: international perspectives