東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ subject:"Infancy and Early Childhood Development." ]

切換: 標籤 | MARC模式 | ISBD

Mathematical learning and cognition ...

Robinson, Katherine M.

FindBook

Google Book

Amazon

博客來

Mathematical learning and cognition in early childhood = Integrating Interdisciplinary Research into Practice /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Mathematical learning and cognition in early childhood/ edited by Katherine M. Robinson, Helena P. Osana, Donna Kotsopoulos.
其他題名:	Integrating Interdisciplinary Research into Practice /
其他作者:	Robinson, Katherine M.
出版者:	Cham :Springer International Publishing : : 2019.,
面頁冊數:	xi, 274 p. :ill., digital ;24 cm.
內容註:	Section I: Infancy and Preschool -- Chapter 1. Early Mathematical Minds: Interdisciplinary Perspectives on Early Mathematical Learning and Cognition -- Chapter 2. The "Girl Crisis": The Relationship between Early Gender Differences and Future Mathematical Learning and Participation -- Chapter 3. Spatial Learning and Play with Technology: How Parental Spatial Talk Differs Across Contexts -- Chapter 4. Supporting Mathematics Play in Home Environments: A Feasibility Examination of a Take-Home Bag Intervention -- Section II: The Beginnings of Formal Schooling -- Chapter 5. Early Identification of, and Interventions for, Kindergarten Students at Risk for Mathematics Difficulties -- Chapter 6. Mathematical or Computational Thinking: An Early Years Perspective -- Chapter 7. Supporting Meaningful Use of Manipulative in Kindergarten: The Role of Dual Representation in Early Mathematics -- Chapter 8. Kindergarteners and First-Graders' Development of Numbers Representing Length and Area: Stories on Measurement -- Chapter 9. Young Children's Patterning Competencies and Mathematical Development: A Review -- Section III: The Elementary School Years -- Chapter 10. Arithmetic Concepts in the Early School Years -- Chapter 11. An Integrated Approach to Mathematics and Language Theory and Pedagogy -- Chapter 12. Schema Based Instruction: Supporting Children with Learning Difficulties and Intellectual Disabilities -- Chapter 13. Tablets as Elementary Mathematics Education Tools: Are They Effective and Why -- Chapter 14. Early Understanding of Fractions via Early Understanding of Proportion and Division.
Contained By:	Springer eBooks
標題:	Mathematics - Study and teaching (Early childhood) -
電子資源:	https://doi.org/10.1007/978-3-030-12895-1
ISBN:	9783030128951

Mathematical learning and cognition in early childhood = Integrating Interdisciplinary Research into Practice /
Mathematical learning and cognition in early childhoodIntegrating Interdisciplinary Research into Practice /[electronic resource] :edited by Katherine M. Robinson, Helena P. Osana, Donna Kotsopoulos. - Cham :Springer International Publishing :2019. - xi, 274 p. :ill., digital ;24 cm.

Section I: Infancy and Preschool -- Chapter 1. Early Mathematical Minds: Interdisciplinary Perspectives on Early Mathematical Learning and Cognition -- Chapter 2. The "Girl Crisis": The Relationship between Early Gender Differences and Future Mathematical Learning and Participation -- Chapter 3. Spatial Learning and Play with Technology: How Parental Spatial Talk Differs Across Contexts -- Chapter 4. Supporting Mathematics Play in Home Environments: A Feasibility Examination of a Take-Home Bag Intervention -- Section II: The Beginnings of Formal Schooling -- Chapter 5. Early Identification of, and Interventions for, Kindergarten Students at Risk for Mathematics Difficulties -- Chapter 6. Mathematical or Computational Thinking: An Early Years Perspective -- Chapter 7. Supporting Meaningful Use of Manipulative in Kindergarten: The Role of Dual Representation in Early Mathematics -- Chapter 8. Kindergarteners and First-Graders' Development of Numbers Representing Length and Area: Stories on Measurement -- Chapter 9. Young Children's Patterning Competencies and Mathematical Development: A Review -- Section III: The Elementary School Years -- Chapter 10. Arithmetic Concepts in the Early School Years -- Chapter 11. An Integrated Approach to Mathematics and Language Theory and Pedagogy -- Chapter 12. Schema Based Instruction: Supporting Children with Learning Difficulties and Intellectual Disabilities -- Chapter 13. Tablets as Elementary Mathematics Education Tools: Are They Effective and Why -- Chapter 14. Early Understanding of Fractions via Early Understanding of Proportion and Division.

This book explores mathematical learning and cognition in early childhood from interdisciplinary perspectives, including developmental psychology, neuroscience, cognitive psychology, and education. It examines how infants and young children develop numerical and mathematical skills, why some children struggle to acquire basic abilities, and how parents, caregivers, and early childhood educators can promote early mathematical development. The first section of the book focuses on infancy and toddlerhood with a particular emphasis on the home environment and how parents can foster early mathematical skills to prepare their children for formal schooling. The second section examines topics in preschool and kindergarten, such as the development of counting procedures and principles, the use of mathematics manipulatives in instruction, and the impacts of early intervention. The final part of the book focuses on particular instructional approaches in the elementary school years, such as different additive concepts, schema-based instruction, and methods of division. Chapters analyze the ways children learn to think about, work with, and master the language of mathematical concepts, as well as provide effective approaches to screening and intervention. Included among the topics: The relationship between early gender differences and future mathematical learning and participation. The connection between mathematical and computational thinking. Patterning abilities in young children. Supporting children with learning difficulties and intellectual disabilities. The effectiveness of tablets as elementary mathematics education tools. Mathematical Learning and Cognition in Early Childhood is an essential resource for researchers, graduate students, and professionals in infancy and early childhood development, child and school psychology, neuroscience, mathematics education, educational psychology, and social work.

ISBN: 9783030128951

Standard No.: 10.1007/978-3-030-12895-1doiSubjects--Topical Terms:

3410119
Mathematics
--Study and teaching (Early childhood)

LC Class. No.: QA135.6 / .M384 2019

Dewey Class. No.: 372.7019

Mathematical learning and cognition in early childhood = Integrating Interdisciplinary Research into Practice /
LDR:04626nmm a2200325 a 4500 001 2191065
003 DE-He213
005 20191015131812.0
006 m d
007 cr nn 008maaau
008 200504s2019 gw s 0 eng d
020 $a 9783030128951 $q (electronic bk.)
020 $a 9783030128944 $q (paper)
024 7 $a 10.1007/978-3-030-12895-1 $2 doi
035 $a 978-3-030-12895-1
040 $a GP $c GP
041 0 $a eng
050 4 $a QA135.6 $b .M384 2019
072 7 $a JMC $2 bicssc
072 7 $a PSY004000 $2 bisacsh
072 7 $a JMC $2 thema
082 0 4 $a 372.7019 $2 23
090 $a QA135.6 $b .M426 2019
245 0 0 $a Mathematical learning and cognition in early childhood $h [electronic resource] : $b Integrating Interdisciplinary Research into Practice / $c edited by Katherine M. Robinson, Helena P. Osana, Donna Kotsopoulos.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2019.
300 $a xi, 274 p. : $b ill., digital ; $c 24 cm.
505 0 $a Section I: Infancy and Preschool -- Chapter 1. Early Mathematical Minds: Interdisciplinary Perspectives on Early Mathematical Learning and Cognition -- Chapter 2. The "Girl Crisis": The Relationship between Early Gender Differences and Future Mathematical Learning and Participation -- Chapter 3. Spatial Learning and Play with Technology: How Parental Spatial Talk Differs Across Contexts -- Chapter 4. Supporting Mathematics Play in Home Environments: A Feasibility Examination of a Take-Home Bag Intervention -- Section II: The Beginnings of Formal Schooling -- Chapter 5. Early Identification of, and Interventions for, Kindergarten Students at Risk for Mathematics Difficulties -- Chapter 6. Mathematical or Computational Thinking: An Early Years Perspective -- Chapter 7. Supporting Meaningful Use of Manipulative in Kindergarten: The Role of Dual Representation in Early Mathematics -- Chapter 8. Kindergarteners and First-Graders' Development of Numbers Representing Length and Area: Stories on Measurement -- Chapter 9. Young Children's Patterning Competencies and Mathematical Development: A Review -- Section III: The Elementary School Years -- Chapter 10. Arithmetic Concepts in the Early School Years -- Chapter 11. An Integrated Approach to Mathematics and Language Theory and Pedagogy -- Chapter 12. Schema Based Instruction: Supporting Children with Learning Difficulties and Intellectual Disabilities -- Chapter 13. Tablets as Elementary Mathematics Education Tools: Are They Effective and Why -- Chapter 14. Early Understanding of Fractions via Early Understanding of Proportion and Division.
520 $a This book explores mathematical learning and cognition in early childhood from interdisciplinary perspectives, including developmental psychology, neuroscience, cognitive psychology, and education. It examines how infants and young children develop numerical and mathematical skills, why some children struggle to acquire basic abilities, and how parents, caregivers, and early childhood educators can promote early mathematical development. The first section of the book focuses on infancy and toddlerhood with a particular emphasis on the home environment and how parents can foster early mathematical skills to prepare their children for formal schooling. The second section examines topics in preschool and kindergarten, such as the development of counting procedures and principles, the use of mathematics manipulatives in instruction, and the impacts of early intervention. The final part of the book focuses on particular instructional approaches in the elementary school years, such as different additive concepts, schema-based instruction, and methods of division. Chapters analyze the ways children learn to think about, work with, and master the language of mathematical concepts, as well as provide effective approaches to screening and intervention. Included among the topics: The relationship between early gender differences and future mathematical learning and participation. The connection between mathematical and computational thinking. Patterning abilities in young children. Supporting children with learning difficulties and intellectual disabilities. The effectiveness of tablets as elementary mathematics education tools. Mathematical Learning and Cognition in Early Childhood is an essential resource for researchers, graduate students, and professionals in infancy and early childhood development, child and school psychology, neuroscience, mathematics education, educational psychology, and social work.
650 0 $a Mathematics $x Study and teaching (Early childhood) $x Psychological aspects. $3 3410119
650 0 $a Cognition in children. $3 517684
650 1 4 $a Infancy and Early Childhood Development. $3 3251320
650 2 4 $a Neurosciences. $3 588700
650 2 4 $a Mathematics Education. $3 637497
700 1 $a Robinson, Katherine M. $3 3410116
700 1 $a Osana, Helena P. $3 3410117
700 1 $a Kotsopoulos, Donna. $3 3410118
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
856 4 0 $u https://doi.org/10.1007/978-3-030-12895-1
950 $a Behavioral Science and Psychology (Springer-41168)