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Book Description Condition: New. Seller Inventory # 23975254-n
Book Description Soft Cover. Condition: new. Seller Inventory # 9789401783521
Book Description Condition: New. Seller Inventory # ABLIING23Apr0412070060804
Book Description Condition: New. PRINT ON DEMAND Book; New; Fast Shipping from the UK. No. book. Seller Inventory # ria9789401783521_lsuk
Book Description Condition: New. Seller Inventory # 23975254-n
Book Description Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book emanated primarily from concerns that the mathematical capabilities of young children continue to receive inadequate attention in both the research and instructional arenas. Research over many years has revealed that young children have sophisticated mathematical minds and a natural eagerness to engage in a range of mathematical activities. As the chapters in this book attest, current research is showing that young children are developing complex mathematical knowledge and abstract reasoning a good deal earlier than previously thought. A range of studies in prior to school and early school settings indicate that young learners do possess cognitive capacities which, with appropriately designed and implemented learning experiences, can enable forms of reasoning not typically seen in the early years. Although there is a large and coherent body of research on individual content domains such as counting and arithmetic, there have been remarkably few studies that have attempted to describe characteristics of structural development in young students' mathematics. Collectively, the chapters highlight the importance of providing more exciting, relevant, and challenging 21st century mathematics learning for our young students. 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. Reconceptualising the professional learning of teachers in promoting young children's mathematics, including a consideration of the role of play, is also addressed. 340 pp. Englisch. Seller Inventory # 9789401783521
Book Description Paperback. Condition: Brand New. 2013 edition. 329 pages. 9.25x6.10x0.77 inches. In Stock. Seller Inventory # x-9401783527
Book Description Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book emanated primarily from concerns that the mathematical capabilities of young children continue to receive inadequate attention in both the research and instructional arenas. Research over many years has revealed that young children have sophisticated mathematical minds and a natural eagerness to engage in a range of mathematical activities. As the chapters in this book attest, current research is showing that young children are developing complex mathematical knowledge and abstract reasoning a good deal earlier than previously thought. A range of studies in prior to school and early school settings indicate that young learners do possess cognitive capacities which, with appropriately designed and implemented learning experiences, can enable forms of reasoning not typically seen in the early years. Although there is a large and coherent body of research on individual content domains such as counting and arithmetic, there have been remarkably few studies that have attempted to describe characteristics of structural development in young students' mathematics. Collectively, the chapters highlight the importance of providing more exciting, relevant, and challenging 21st century mathematics learning for our young students. 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. Reconceptualising the professional learning of teachers in promoting young children's mathematics, including a consideration of the role of play, is also addressed. Seller Inventory # 9789401783521
Book Description Condition: New. This book shows that young children are developing complex mathematical knowledge and abstract reasoning much earlier than previously thought. It highlights the importance of providing more challenging 21st century mathematics learning for young students. Editor(s): English, Lyn D.; Mulligan, Joanne T. Series: Advances in Mathematics Education. Num Pages: 337 pages, biography. BIC Classification: JNKC; JNLA; JNU. Category: (P) Professional & Vocational. Dimension: 235 x 155 x 18. Weight in Grams: 522. . 2013. Paperback. . . . . Seller Inventory # V9789401783521
Book Description Condition: New. This book shows that young children are developing complex mathematical knowledge and abstract reasoning much earlier than previously thought. It highlights the importance of providing more challenging 21st century mathematics learning for young students. Editor(s): English, Lyn D.; Mulligan, Joanne T. Series: Advances in Mathematics Education. Num Pages: 337 pages, biography. BIC Classification: JNKC; JNLA; JNU. Category: (P) Professional & Vocational. Dimension: 235 x 155 x 18. Weight in Grams: 522. . 2013. Paperback. . . . . Books ship from the US and Ireland. Seller Inventory # V9789401783521