Eminent scholars from around the globe gathered to discuss how educational systems would change if the prevailing principles of constructivism were applied to three major aspects of those systems -- knowledge and learning, communication, and environment. This volume provides documentation of the proceedings of this important meeting - - the Early Childhood Action Group of the Sixth International Congress on Mathematics Education. This international assembly, representing such diverse disciplines as mathematics and math education, epistemology, philosophy, cognitive science, psycholinguistics,…mehr
Eminent scholars from around the globe gathered to discuss how educational systems would change if the prevailing principles of constructivism were applied to three major aspects of those systems -- knowledge and learning, communication, and environment. This volume provides documentation of the proceedings of this important meeting - - the Early Childhood Action Group of the Sixth International Congress on Mathematics Education. This international assembly, representing such diverse disciplines as mathematics and math education, epistemology, philosophy, cognitive science, psycholinguistics, and science education, is the first to examine early childhood mathematics education from constructivist and international perspectives in addition to formulating recommendations for future work in the field.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Contents: Part I:Overview.L.P. Steffe Action Group A1: Early Childhood Years. Part II:Epistemological Chapters.H. Sinclair Learning the Interactive Recreation of Knowledge. E. von Glasersfeld Environment and Communication. Part III:Knowledge and Learning Elaboration Chapters.J. Leino Knowledge and Learning in Mathematics. R.W. Lawler Constructing Knowledge from Interactions. F. Marton D. Neuman Constructivism Phenomenology and the Origin of Arithmetic Skills. Discussion Chapters--Learning. B. Denvir Children Learning Mathematics. J. Ainley Playing Games and Learning Mathematics. P.F. Campbell Young Children's Concept of Measure. K. Yokochi Some Aspects of Learning Geometry. Discussion Chapters-Knowledge. G. Wheatley H. Bebout Mathematical Knowledge of Young Learners. C.T. Fosnot Possibility Necessity Contradiction and Probability: Implications for Mathematics Education. J.C. Bergeron N. Herscovics Kindergartners' Knowledge of the Preconcepts of Number. T.N. Carraher A.D. Schliemann Knowledge of the Numeration System Among Pre-Schoolers. J. Ishida An Analysis of First-Grade Children's Writing Number Sentences in Solving Word Problems. G. Boulton-Lewis Young Children's Thinking Strategies and Levels of Capacity to Process Mathematical Information. G. Wheatley P. Cobb Analysis of Young Children's Spatial Constructions. L. English Children's Competence in Forming Combinations. M.A. Clements G. Del Campo How Natural is Fraction Knowledge? Part IV:Communication-Elaboration Chapters.F. Lowenthal Communication in Early Childhood. P. Cobb Multiple Perspectives. J. Easley H. Taylor Conceptual Splatter in Peer Dialogues in Selected Japanese and U.S. First Grade Mathematics Classes. Discussion Chapters - Actual Communication. M. Stephens Communication in the Mathematics Classroom. B. Wright Interactive Communication: Constraints and Possibilities. T. Wood E. Yackel The Development of Collaborative Dialogue Within Small Group Interactions. M. Lampert Connecting Inventions with Conventions. N. Nohda Actual Communication in the Mathematical Classroom. J. Weissglass J. Mumme B. Cranin Fostering Mathematical Communication: Helping Teachers Help Students. Discussion Chapters -- Possible Communication. G. Stanic Reconstructing Constructivism. J. Bliss The Nature of Communication in Early Childhood in the Contexts of Home and School. M.B. Bussi Learning Situations and Experiential Domains Relevant to Early Childhood Mathematics Education. Part V:Environment Elaboration Chapters.R.O. Ohuche Early Childhood Mathematics and the Environment. T.E. Kieren Children's Mathematics/Mathematics for Children. L. Burton What Could Teacher Education Be Like for Prospective Teachers of Early Childhood Mathematics -- With Particular References to the Environment. Discussion Chapters -- Mathematics Curriculum. N. Pateman D.C. Johnson Curriculum and Constructivism in Early Childhood Mathematics: Source of Tension and Possible Resolutions. H. Pengelly Mathematical Learning Beyond the Activity. M. Sumio Notes on Early Mathematical Experiences. H. Mansfield The Role of the Teacher in Early Childhood Mathematics. L.P. Steffe Mathematics Curriculum Design: A Constructivist's Perspective. Discussion Chapters -- Teacher Education. N. James R. Underhill Constructivism and Teacher Education for Teachers of Early Childhood Mathematics. L. Hatfield Preparing Early Childhood Teachers for Construc- tive Mathematical Environments. D. Tirosh Improving Prospective Early Childhood Teachers Content Knowledge and Attitudes Toward Mathematics. B. D'Ambrosio Some Problems with Problem Solving: A Brazilian Teacher-Perspective. S. Yoshikawa Construction of Mathematics Using Comparison and Examination of Children's Mathematical Thinking. N. Reeves Action Research for Professional Development: Informing Teachers and Researchers. Part VI:Conclusion Survey Chapter.B. Perry Cultural Perspectives on Success in Early Childhood Mathematics.
Contents: Part I:Overview.L.P. Steffe Action Group A1: Early Childhood Years. Part II:Epistemological Chapters.H. Sinclair Learning the Interactive Recreation of Knowledge. E. von Glasersfeld Environment and Communication. Part III:Knowledge and Learning Elaboration Chapters.J. Leino Knowledge and Learning in Mathematics. R.W. Lawler Constructing Knowledge from Interactions. F. Marton D. Neuman Constructivism Phenomenology and the Origin of Arithmetic Skills. Discussion Chapters--Learning. B. Denvir Children Learning Mathematics. J. Ainley Playing Games and Learning Mathematics. P.F. Campbell Young Children's Concept of Measure. K. Yokochi Some Aspects of Learning Geometry. Discussion Chapters-Knowledge. G. Wheatley H. Bebout Mathematical Knowledge of Young Learners. C.T. Fosnot Possibility Necessity Contradiction and Probability: Implications for Mathematics Education. J.C. Bergeron N. Herscovics Kindergartners' Knowledge of the Preconcepts of Number. T.N. Carraher A.D. Schliemann Knowledge of the Numeration System Among Pre-Schoolers. J. Ishida An Analysis of First-Grade Children's Writing Number Sentences in Solving Word Problems. G. Boulton-Lewis Young Children's Thinking Strategies and Levels of Capacity to Process Mathematical Information. G. Wheatley P. Cobb Analysis of Young Children's Spatial Constructions. L. English Children's Competence in Forming Combinations. M.A. Clements G. Del Campo How Natural is Fraction Knowledge? Part IV:Communication-Elaboration Chapters.F. Lowenthal Communication in Early Childhood. P. Cobb Multiple Perspectives. J. Easley H. Taylor Conceptual Splatter in Peer Dialogues in Selected Japanese and U.S. First Grade Mathematics Classes. Discussion Chapters - Actual Communication. M. Stephens Communication in the Mathematics Classroom. B. Wright Interactive Communication: Constraints and Possibilities. T. Wood E. Yackel The Development of Collaborative Dialogue Within Small Group Interactions. M. Lampert Connecting Inventions with Conventions. N. Nohda Actual Communication in the Mathematical Classroom. J. Weissglass J. Mumme B. Cranin Fostering Mathematical Communication: Helping Teachers Help Students. Discussion Chapters -- Possible Communication. G. Stanic Reconstructing Constructivism. J. Bliss The Nature of Communication in Early Childhood in the Contexts of Home and School. M.B. Bussi Learning Situations and Experiential Domains Relevant to Early Childhood Mathematics Education. Part V:Environment Elaboration Chapters.R.O. Ohuche Early Childhood Mathematics and the Environment. T.E. Kieren Children's Mathematics/Mathematics for Children. L. Burton What Could Teacher Education Be Like for Prospective Teachers of Early Childhood Mathematics -- With Particular References to the Environment. Discussion Chapters -- Mathematics Curriculum. N. Pateman D.C. Johnson Curriculum and Constructivism in Early Childhood Mathematics: Source of Tension and Possible Resolutions. H. Pengelly Mathematical Learning Beyond the Activity. M. Sumio Notes on Early Mathematical Experiences. H. Mansfield The Role of the Teacher in Early Childhood Mathematics. L.P. Steffe Mathematics Curriculum Design: A Constructivist's Perspective. Discussion Chapters -- Teacher Education. N. James R. Underhill Constructivism and Teacher Education for Teachers of Early Childhood Mathematics. L. Hatfield Preparing Early Childhood Teachers for Construc- tive Mathematical Environments. D. Tirosh Improving Prospective Early Childhood Teachers Content Knowledge and Attitudes Toward Mathematics. B. D'Ambrosio Some Problems with Problem Solving: A Brazilian Teacher-Perspective. S. Yoshikawa Construction of Mathematics Using Comparison and Examination of Children's Mathematical Thinking. N. Reeves Action Research for Professional Development: Informing Teachers and Researchers. Part VI:Conclusion Survey Chapter.B. Perry Cultural Perspectives on Success in Early Childhood Mathematics.
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