Titlebook: Mathematics Education in the Early Years; Results from the POE Tamsin Meaney,Ola Helenius,Anna Wernberg Book 2016 Springer International Pu

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The Impact on Learning When Families and Educators Act Together to Assist Young Children to Notice, part of families’ everyday activities. The 154 children who experienced Let’s Count in 2013 demonstrated noteworthy growth in their mathematical knowledge from the beginning of their preschool year to its end. On almost every measure, the Let’s Count cohort bettered the performance of the comparison

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When Is Young Children’s Play Mathematical?’s play, but do they by their presence make this play mathematical? In this chapter, we explore this question by first defining play and then comparing its features with what is known about mathematicians’ academic play and how mathematics education researchers have described young children’s play.

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Two Frameworks for Mathematical Reasoning at Preschool Level in order to illustrate how the mathematical foundation is used in young children’s arguments and choices that they make when solving mathematical problems. The first framework focuses on arguments and warrants and is used to analyse individual reasoning. The second identifies strategy choices and c

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Adaptability as a Developmental Aspect of Mathematical Thinking in the Early Yearsically described in terms of the framework of the “Interactional Niche in the Development of Mathematical Thinking.” In this chapter, we deal with the concept of adaptability within this framework, which we consider as having a twofold characteristic. The interactive process of negotiation of meanin

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“Similar and Equal…”: Mathematically Creative Reflections About Solids of Children with Different Atl creativity is introduced, which combines interactionistic theories of socio-constructivism, sociocultural theories, and a psychoanalytically based attachment theory in order to describe mathematically creative processes of children during early childhood development. Data are collected in the inte

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