Mathematics Learning In Early Childhood Pdf

Overview

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Description

Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success.

Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.

Topics

Education —Early Childhood Education
Education —Math and Science Education

Suggested Citation

National Research Council. 2009. Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity. Washington, DC: The National Academies Press.https://doi.org/10.17226/12519.

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Publication Info

398 pages |6 x 9
ISBNs:

Hardcover: 978-0-309-12806-3
Ebook: 978-0-309-14743-9

DOI: https://doi.org/10.17226/12519

Contents

Table of Contents	skim chapter
Front Matter	i-xii
Summary	1-4
Part I: Introduction and Research on Learning	5-6
1: Introduction	7-20
2 Foundational Mathematics Content	21-58
3 Cognitive Foundations for Early Mathematics Learning	59-94
4 Developmental Variation, Sociocultural Influences, and Difficulties in Mathematics	95-120
Part II: Teaching-Learning Paths	121-126
5 The Teaching-Learning Paths for Number, Relations, and Operations	127-174
6 The Teaching-Learning Paths for Geometry, Spatial Thinking, and Measurement	175-222
Part III: Contexts for Teaching and Learning	223-224
7 Standards, Curriculum, Instruction, and Assessment	225-288
8 The Early Childhood Workforce and Its Professional Development	289-328
Part IV: Future Directions for Policy, Practice, and Research	329-330
9 Conclusions and Recommendations	331-350
Appendix A: Glossary	351-358
Appendix B: Concepts of Measurement	359-362
Appendix C: Biographical Sketches of Committee Members and Staff	363-370
Index	371-386

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