Mathematics for Young Children
An Active Thinking Approach
Seiten
2024
Routledge (Verlag)
978-1-032-36145-1 (ISBN)
Routledge (Verlag)
978-1-032-36145-1 (ISBN)
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First published in 1991, this book shows how children as young as 4 and 5 of all abilities can be encouraged to carry out their own mathematical explorations while covering the content of a prescribed curriculum. It includes a selection of case studies from the author’s own work with young children and a range of examples of their work.
For many years, increasing stress has been placed on the importance of giving the under-sevens a good start in mathematics. Originally published in 1991, Mathematics for Young Children shows how children as young as four and five and of all abilities can be encouraged to carry out their own mathematical explorations whilst covering the content of a prescribed curriculum.
A substantial part of the book is taken up with actual case-studies of children working with Marion Bird in a reception classroom, fully illustrated with examples of the children’s work. These case-studies are then analysed to show how a prescribed syllabus can be effectively covered through an investigational approach: a point which is of paramount importance to teachers concerned with the introduction of the National Curriculum. The role of the teacher, too, is examined carefully in order to identify those parts of a teacher’s repertoire which seems to be particularly fruitful in encouraging young children’s active mathematical thinking. Throughout, readers are encouraged to apply and amend ideas to suit their own particular circumstances.
For many years, increasing stress has been placed on the importance of giving the under-sevens a good start in mathematics. Originally published in 1991, Mathematics for Young Children shows how children as young as four and five and of all abilities can be encouraged to carry out their own mathematical explorations whilst covering the content of a prescribed curriculum.
A substantial part of the book is taken up with actual case-studies of children working with Marion Bird in a reception classroom, fully illustrated with examples of the children’s work. These case-studies are then analysed to show how a prescribed syllabus can be effectively covered through an investigational approach: a point which is of paramount importance to teachers concerned with the introduction of the National Curriculum. The role of the teacher, too, is examined carefully in order to identify those parts of a teacher’s repertoire which seems to be particularly fruitful in encouraging young children’s active mathematical thinking. Throughout, readers are encouraged to apply and amend ideas to suit their own particular circumstances.
List of Figures. Preface and Acknowledgements. Part I: Setting the Scene 1. Some Questions 2. Some Background Details Part II: Case-studies 3. Circle Arrangements 4. Six by Six Squares 5. Number Squares 6. Christmas Trees 7. Plates of Biscuits 8. A Stick of Cubes Part III: Analysis Preliminary Note 9. The Mathematics 10. The Children’s Initiatives 11. The Teacher’s Role. In Conclusion: Why?. Appendix. Notes. Bibliography. Index.
| Erscheint lt. Verlag | 7.11.2024 |
|---|---|
| Reihe/Serie | Routledge Library Editions: Early Years |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule |
| ISBN-10 | 1-032-36145-X / 103236145X |
| ISBN-13 | 978-1-032-36145-1 / 9781032361451 |
| Zustand | Neuware |
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