This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives. At the core of early math experts Julie Sarama and Douglas Clements's theoretical and empirical frameworks are learning trajectoriesadetailed descriptions of childrenas thinking as they learn to achieve specific goals in a mathematical domain, alongside a related set of instructional tasks designed to engender those mental processes and move children through a developmental progression of levels of thinking. Rooted in basic issues of thinking, learning, and teaching, this groundbreaking body of research illuminates foundational topics on the learning of mathematics with practical and theoretical implications for all ages. Those implications are especially important in addressing equity concerns, as understanding the level of thinking of the class and the individuals within it, is key in serving the needs of all children.Although mathematics researchers have studied young childrena#39;s learning for some time, much of the research originated in fields such as developmental psychology. ... of thinking of the class and individuals in that class is key in serving the needs of all children. ... (IES) has allowed us to work closely with hundreds of teachers and thousands of children over the past 10 years. ... The model for working with educators in all positions, from teachers to administrators to trainers ix Preface.
|Title||:||Early Childhood Mathematics Education Research|
|Author||:||Julie Sarama, Douglas H. Clements|
|Publisher||:||Routledge - 2009-04-01|