Early Mathematics Learning: Selected Papers of the POEM 2012 by Ulrich Kortenkamp, Birgit Brandt, Christiane Benz, Götz
By Ulrich Kortenkamp, Birgit Brandt, Christiane Benz, Götz Krummheuer, Silke Ladel, Rose Vogel
This ebook will assemble present study in early formative years arithmetic schooling. a different spotlight will be the stress among guideline and building of data. The ebook comprises study at the layout of studying possibilities, the improvement of mathematical pondering, the effect of the social atmosphere and the professionalization of nursery teachers.
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Additional resources for Early Mathematics Learning: Selected Papers of the POEM 2012 Conference
Lansdell J. M. , & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Lerman, S. (2001). Getting used to mathematics: Alternative ways of speaking about becoming mathematical. Ways of Knowing, 1(1), 47–52. Liebeck, P. (1984). How children learn mathematics. Harmondsworth: Penguin Books. Ma, L. (1999). Knowing and teaching elementary mathematics. New Jersey: Lawrence Erlbaum. Moyer, P. S. (2001). Are we having fun yet? How Teachers use Manipulatives to teach mathemaitcs.
Learners take initiative participating. ’s (2003) model, like that of Anghileri (2006), drew on extracts from interactions between adults and preschool-aged children to exemplify the different components. Rogoff et al. (2003) considered that it is the integration of the components which contributes to the different traditions for organising learning. Certainly, the components of intent participation recognise the role of the child or learner in the interaction. There is an overlap in some aspects of both models; for example, Anghileri’s model highlighted the need for a teacher to identify meaningful contexts whilst Rogoff et al.
Barber Jane recognised that the children were struggling with the task she had set them of partitioning and recombining numbers with cubes so changed the vocabulary she had used in her previous explanation and instruction. She said: …if children don’t understand the word ‘block’ then they might understand the word ’tower’ or they might understand ‘lots of’ or they might understand other vocabulary. So I tend to throw different vocabulary at them, because some children might not understand just one of those words.