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The development of early childhood mathematics education /
Annotation
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cambridge, MA :
Academic Press,
2017.
|
| Colección: | Advances in child development and behavior ;
v. 53. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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|---|---|---|---|
| 001 | SCIDIR_on1002108807 | ||
| 003 | OCoLC | ||
| 005 | 20231120010215.0 | ||
| 006 | m o d | ||
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| 008 | 170829s2017 mau o 000 0 eng d | ||
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| 019 | |a 1002194149 | ||
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| 020 | |z 0128134488 | ||
| 024 | 3 | |a 9780128134481 | |
| 035 | |a (OCoLC)1002108807 |z (OCoLC)1002194149 | ||
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| 072 | 7 | |a EDU |x 010000 |2 bisacsh | |
| 082 | 0 | 4 | |a 372.7 |2 23 |
| 245 | 0 | 4 | |a The development of early childhood mathematics education / |c edited by Julie Sarama, Douglas H. Clements, Carrie Gemeroth and Crystal Day-Hess. |
| 264 | 1 | |a Cambridge, MA : |b Academic Press, |c 2017. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Advances in child development and behavior ; |v volume 53 | |
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed September 11, 2017). | |
| 505 | 0 | |a Front Cover; The Development of Early Childhood Mathematics Education; Copyright; Contents; Contributors; Preface; Chapter One: The DREME Network: Research and Interventions in Early Childhood Mathematics; 1. The DREME Network; 1.1. A Need for More Opportunity and Access; 1.2. New Evidence on the Importance of Early Math; 1.3. Increasing Acceptance of Academic Instruction in Preschool; 1.4. DREME's Central Goals; 1.4.1. Increasing Capacity: Creating Resources for Early Childhood Teacher Educators. | |
| 505 | 8 | |a 1.4.2. MMM Instruction: Using Math Activities to Support Math and Executive Function Skills in Early Childhood1.4.3. Parents' and Early Caregivers' Engagement in Math Activities With Young Children; 1.4.4. Preschool-Elementary Continuity and Coherence; 2. MMM Instruction: An In-Depth Look at a DREME Network Project; 2.1. Early Math, EF, and Curricula; 2.1.1. Early Mathematics Curricula; 2.2. EF and Mathematics; 2.3. Preliminary EF Study Work; 2.3.1. Phase 1: Description of Activities; 2.3.2. Phase 2: Selecting Fecund Activities; 2.3.3. Phase 3: Developing Archetype Activities. | |
| 505 | 8 | |a 2.3.4. Phase 4: Microgenetic Testing of Select Archetype Activities3. Conclusion; Acknowledgments; References; Chapter Two: The Use of Concrete Experiences in Early Childhood Mathematics Instruction; 1. What Is Concrete?; 2. What Is a Worthwhile Concrete Activity?; 3. How Can Concrete Experiences Be Used Effectively in Early Childhood Mathematics Instruction?; 3.1. Perspectives From Cognitive Psychology; 3.1.1. Cognitive Alignment Framework; 3.1.2. The Dual-Representation Hypothesis; 3.2. Perspective Based on Dewey's Interaction Principle and Learning Trajectories; 3.2.1. Patterning. | |
| 505 | 8 | |a 3.2.2. A Linear Representation and Its Hypothesized Developmental Prerequisites3.2.2.1. Increasing Magnitude Principle; 3.2.2.2. Successor Principle; 3.2.3. Introducing Addition and Subtraction Using a Number-Line Model; 3.2.4. Base-Ten and Place-Value Concepts and Skills; 3.2.4.1. Understanding Multidigit Numbers in Terms of Base-Ten/Place-Value Concepts; 3.2.4.2. Magnitude Comparisons and a Linear Representation to 100; 3.3. Instructional Strategies for Ensuring Educative Experiences; 3.3.1. Eight Guidelines; 3.3.2. A Case in Point; 4. Is There Evidence That Concrete Experiences Work? | |
| 505 | 8 | |a 5. ConclusionsAcknowledgments; References; Chapter Three: Interventions in Early Mathematics: Avoiding Pollution and Dilution; 1. Background; 2. The TRIAD Model; 2.1. Theoretical Framework; 2.1.1. Interactions; 2.1.2. Administrators and Other School Leaders (Fig. 1, Factors K and I); 2.1.3. Communication; 2.1.4. Teachers and Professional Development (Fig. 1, Factors E, N, and Q); 2.1.5. Children and Their Families (Fig. 1, Factors F, G, and P); 2.1.6. Resources, Curriculum, and Technology; 2.2. The TRIAD Model's 10 Guidelines. | |
| 520 | 8 | |a Annotation |b This volume includes chapters that highlight some of the most recent research in the field of developmental psychology. Each chapter provides in-depth discussions, with this text serving as an invaluable resource for developmental or educational psychology researchers, scholars and students. | |
| 650 | 0 | |a Mathematics |x Study and teaching (Early childhood) | |
| 650 | 6 | |a Math�ematiques |0 (CaQQLa)201-0068291 |x �Etude et enseignement (Premi�ere enfance) |0 (CaQQLa)201-0375729 | |
| 650 | 7 | |a EDUCATION |x Elementary. |2 bisacsh | |
| 650 | 7 | |a Mathematics |x Study and teaching (Early childhood) |2 fast |0 (OCoLC)fst01012270 | |
| 700 | 1 | |a Sarama, Julie, |e editor. | |
| 700 | 1 | |a Clements, Douglas H., |e editor. | |
| 700 | 1 | |a Germeroth, Carrie, |e editor. | |
| 700 | 1 | |a Day-Hess, Crystal, |e editor. | |
| 830 | 0 | |a Advances in child development and behavior ; |v v. 53. | |
| 856 | 4 | 0 | |u https://sciencedirect.uam.elogim.com/science/bookseries/00652407/53 |z Texto completo |