Transforming Children's Mathematics Education

International Perspectives
Herausgeber: Steffe, Leslie P; Wood, Terry

• Broschiertes Buch

Produktbeschreibung

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.

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First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.

Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 510
• Erscheinungstermin: 1. Mai 1990
• Englisch
• Abmessung: 229mm x 152mm x 26mm
• Gewicht: 676g
• ISBN-13: 9780805806052
• ISBN-10: 0805806059
• Artikelnr.: 25689336

Autorenporträt

Leslie P. Steffe, Terry Wood

Inhaltsangabe

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.