Synopses & Reviews
This book, intended for mathematics education professionals and teachers of mathematics, is outstanding in that its contributions come from a broad range of countries and cultures; they are representative of different theoretical perspectives and classroom experiences. All contributors are concerned with helping teachers explore ways to develop children's mathematical understanding appropriate for the new millennium. The authors present complex ideas about mathematical understanding and provide readers with powerful classroom examples. Recommendations for changing the curriculum for young children are also suggested. The book comprehensively documents four years of development in the field. Among the emergent developments described is the importance of context to mathematical development - it is not only the physical context, but also the social context of the classroom and school that stimulate conceptual growth. The book also locates current theoretical perspectives in a broad framework. Finally the book is organized around four interconnected themes all related directly to teaching and learning mathematics.
Table of Contents
Part One. 1.1. Young Children's Mathematical Learning: Complexities and Subtleties;
H.M. Mansfield. Part Two. 2.1. Constructivism and Activity Theory: A Consideration of Their Similarities and Differences as They Relate to Mathematics Education;
P. Cobb, et al. 2.2. A Sociocultural View of the Mathematics Education of Young Children;
P. Renshaw. 2.3. Social-Cultural Approaches in Early Childhood Mathematics Education: A Discussion;
L.P. Steffé. Part Three. 3.1. The Psychological Nature of Concepts;
E. Fischbein. 3.2. What Concepts are and How Concepts are Formed;
J. Brun. 3.3. Young Children's Formation of Numerical Concepts: Or 8=9+7;
K.C. Irwin. 3.4. Concept Formation Process and an Individual Child's Intelligence;
E.G. Gelfman, et al. Part Four. 4.1. Interactions between Children in Mathematics Class: An Example Concerning the Concept of Number;
L. Poirier, L. Bacon. 4.2. What is the Difference Between One, Un and Yi?;
T. Nunes. 4.3. How do Social Interactions Among Children Contribute to Learning?;
A. Reynolds, G. Wheatley. 4.4. Cultural and Social Environmental Hurdles a Tanzanian Child Must Jump in the Acquisition of Mathematics Concepts;
V.G.K. Masanja. Part Five. 5.1. Limitations of Iconic and Symbolic Representations of Arithmetical Concepts in Early Grades of Primary School;
Z. Semadeni. 5.2. Language Activity, Conceptualization and Problem;
N. Bednarz. 5.3. Children Talking Mathematically in Multilingual Classrooms: Issues in the Role of Language;
L.L. Khisty. 5.4. Use of Language in Elementary Geometry by Students and Textbooks;
A. Jaime. Part Six. 6.1. Concept Development in Early Childhood Mathematics: Teachers' Theories and Research;
R. Wright. 6.2. Teachers' Beliefs About Concept Formation and Curriculum Decision-Making in Early Mathematics;
M. Hughes, et al. 6.3. Classroom Models for Young Children's Mathematical Ideas;
T. Yamanoshita, K. Matsushita. 6.4. Joensuu and Mathematical Thinking;
G. Malaty. Part Seven. 7.1. Future Research Directions in Young Children's Early Learning of Mathematics;
N.A. Pateman.