The Young Child and Mathematics, Third Edition
Language: English
Published by National Association for the Education of Young Children, US, 2022
- Softcover
- New
Seller: Rarewaves.com USA, London, London, United KingdomRarewaves.com USA
AbeBooks seller since June 11, 2025
Condition: New
£ 25.17
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Add to basketItem description from seller
Tap into the Power of Child-Led Math Teaching and LearningWinner of the 2022 Excel Silver Award for Technical Book. Everything a child does has mathematical value-these words are at the heart of this completely revised and updated third edition of The Young Child and Mathematics. Grounded in current research, this classic book focuses on how teachers working with children ages 3 to 6 can find and build on the math inherent in children's ideas in ways that are playful and intentional.This resourceIllustrates through detailed vignettes how math concepts can be explored in planned learning experiences as well as informal spacesHighlights in-the-moment instructional decision-making and child-teacher interactions that meaningfully and dynamically support children in making math connectionsProvides an overview of what children know about counting and operations, spatial relations, measurement and data, and patterns and algebraOffers examples of informal documentation and assessment approaches that are embedded within classroom practiceDeepen your understanding of how math is an integral part of your classroom all day, every day.Includes online video.…
Seller Inventory # LU-9781938113932
- Title
- The Young Child and Mathematics, Third Edition
- Author
- Megan L. Franke, Angela Chan Turrou, Nicholas C. Johnson
- Publisher
- National Association for the Education of Young Children, US
- Publication year
- 2022
- Condition
- New
- Binding
- Paperback
- Language
- English
- ISBN 10
- 1938113934
- ISBN 13
- 9781938113932
- Edition
- 3rd Edition
"Synopsis" may belong to another edition of this title.
About the Author
Angela Chan Turrou,PhD,is senior researcher and teacher educator at the University of California, LosAngeles (UCLA) Graduate School of Education and Information Studies. Her worklives at the intersection of children’s mathematical thinking, classroompractice, and teacher learning. In her work with teachers and teacher educatorsacross preschool and elementary settings, Angela leverages purposefulInstructional Activities driven by children’s mathematical thinking to supportteacher learning, collaboration, and generative growth. She is continually inspiredby teachers who, on a daily basis, create space for children to drive the mathematicalwork and challenge the broader discourse of who does and does not get to be “goodat math.” Angela is coauthor of YoungChildren’s Mathematics: Cognitively Guided Instruction in Early ChildhoodEducation (Heinemann, 2017) and coeditor of Choral Counting and Counting Collections: Transforming the PreK–5 MathClassroom (Stenhouse, 2018). Angela lives in Los Angeles, CA. Find her onTwitter @Angelaturrou.
Nicholas C. Johnson, PhD, is assistantprofessor in the School of Teacher Education at San Diego State University(SDSU). His work investigates how classrooms shape children’s opportunities toparticipate and learn. A former classroom teacher, instructional coach, andcounty office coordinator, Nick partners with new and practicing teachers toexplore children’s mathematical ideas and expand what “counts” as math in school.He is a member of SDSU’s Center for Research in Mathematics and ScienceEducation, coauthor of Young Children’sMathematics: Cognitively Guided Instruction in Early Childhood Education
(Heinemann, 2017), and a contributor (withNatali Gaxiola) to Choral Counting andCounting Collections: Transforming the PreK–5 Math Classroom (Stenhouse, 2018).Nick lives in San Diego, CA. Find him on Twitter @CarrythZero.
Megan L. Franke, PhD, is professorof education at UCLA. Dr. Franke’s work focuses on understanding and supportingteacher learning for both preservice and in-service teachers. She isparticularly interested in how teaching mathematics with attention to students’mathematical thinking (Cognitively Guided Instruction, or CGI) can challengeexisting school structures and create opportunities for students who are oftenmarginalized to mathematically thrive. Dr. Franke is a member of theDevelopment and Research in Early Mathematics Education (DREME) Network atStanford University where she is studying pre-K–2 coherence and designingresources for early childhood teacher educators. She lives in Santa Monica, CA.Find her on Twitter @meganlfranke.
"About the title" may belong to another edition of this title.
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