Teaching young children mathematics

Schwartz, Sydney L.

Ana Səhifə
→
Filologiya və jurnalistika fakültəsi
→
Xarici dillərin tədrisi metodikası kafedrası
→
Teaching
→
View Item

dc.contributor.author	Schwartz, Sydney L.
dc.date.accessioned	2024-02-05T12:01:38Z
dc.date.available	2024-02-05T12:01:38Z
dc.date.issued	2005
dc.identifier.isbn	0-275-98216-5
dc.identifier.issn	1554-6004
dc.identifier.uri	http://hdl.handle.net/20.500.14346/2013
dc.description	Children learn mathematics most effectively in contexts that are meaningful to them. Realizing the potential of these contexts for fostering young children's mathematical learning while nurturing and challenging them, requires knowledge of mathematics as well as of child development. Avoiding the debates surrounding hands-on learning vs. direct instruction, the author focuses on the value of different contexts for learning, and illustrates ways to genuinely engage children as active learners. The work is rich with examples of children's interactions with each other and with adults as they utilize and extend their understanding of mathematics. Examples and guidelines for developing lessons and activities will be useful to educators and parents. Chapters explore how we underestimate young children's mathematical capabilities; how appropriate sequencing of learning and building on prior knowledge will enhance understanding; what teachers, including parent-teachers, need to know; and high-stakes testing. This is a work that brings together the connections between knowing the basics and constructing knowledge in accessible and practical ways.	en_US
dc.language.iso	en	en_US
dc.publisher	Praeger Publishers	en_US
dc.subject	Mathematics	en_US
dc.subject	Study and teaching	en_US
dc.subject	Parent participation	en_US
dc.title	Teaching young children mathematics	en_US
dc.type	Kitab	en_US