Early Mathematics Learning Selected Papers of the POEM 2012 Conference

Ulrich Kortenkamp, Birgit Brandt, Christiane Benz e Götz Krummheuer 

Springer | 2014 | 321 páginas | rar - pdf | 4,9 Mb

link (password: matav)

​This book will gather current research in early childhood mathematics education. A special focus will be the tension between instruction and construction of knowledge. The book includes research on the design of learning opportunities, the development of mathematical thinking, the impact of the social setting and the professionalization of nursery teachers.​

Contents
Part I Introduction
1 Introduction 3
Christiane Benz, Birgit Brandt, Ulrich Kortenkamp, Götz
Krummheuer, Silke Ladel and Rose Vogel
2 A Dance of Instruction with Construction in Mathematics Education  9
Norma Presmeg
Part II  Case Studies
3 It is quite confusing isn’t it?  21
Judy Sayers and Patti Barber
4 Mathematical Teaching Moments: Between Instruction and Construction  37
Troels Lange, Tamsin Meaney, Eva Riesbeck and Anna Wernberg
5 “I have a little job for you”  55
Birgit Brandt
6  The Relationship between Cultural Expectation and the Local Realization of a Mathematics Learning Environment 71
Götz Krummheuer
7 The Reflection of Spatial Thinking on the Interactional Niche in the Family  85
Ergi Acar Bayraktar
Part III Children’s Constructions
8 The Roots of Mathematising in Young Children’s Play  111
Bert van Oers
9 Non-canonical Solutions in Children-Adult Interactions—A Case Study of the Emergence of Mathematical Creativity 125
Melanie Münz
10 The Interplay Between Gesture and Speech: Second Graders Solve Mathematical Problems 147
Melanie Huth
11 Children’s Constructions in the Domain of Geometric Competencies (in Two Different Instructional Settings) 173
Andrea Simone Maier and Christiane Benz
12 Identifying quantities—Children’s Constructions to Compose Collections from Parts or Decompose Collections into Parts  189
Christiane Benz
Part IV Tools and Interaction
13 Children’s Engagement with Mathematics in Kindergarten Mediated by the Use of Digital Tools 207
P.S. Hundeland, M. Carlsen and I. Erfjord
14 Mathematical Situations of Play and Exploration as an Empirical Research Instrument 223
Rose Vogel
15 Number Concepts—Processes of Internalization and Externalization by the Use of Multi-Touch Technology 237
Silke Ladel and Ulrich Kortenkamp
Part V Intervention
16 Intentional Teaching: Integrating the Processes of Instruction and Construction to Promote Quality Early Mathematics Education 257
Jie-Qi Chen and Jennifer McCray
17 Professionalization of Early Childhood Educators with a Focus on Natural Learning Situations and Individual Development of Mathematical Competencies: Results from an Evaluation Study  275
Hedwig Gasteiger
18 Employing the CAMTE Framework: Focusing on Preschool Teachers’ Knowledge and Self-efficacy Related to Students’ Conceptions  291
Pessia Tsamir, Dina Tirosh, Esther Levenson, Michal Tabach and Ruthi Barkai
19 Early Enhancement of Kindergarten Children Potentially at Risk in Learning School Mathematics—Design and Findings of an Intervention Study  307
Andrea Peter-Koop and Meike Grüßing