Early childhood mathematics education research : learning trajectories for young children / Julie Sarama and Douglas H. Clements.

Format:

Book

Author/Creator:

Sarama, Julie.

Contributor:

Clements, Douglas H.

John G. Hartman Memorial Library Fund.

Series:

Studies in mathematical thinking and learning

Language:

English

Subjects (All):

Mathematics--Study and teaching (Early childhood).

Mathematics.

Early childhood education--Research.

Early childhood education.

Educational psychology.

Child development.

Physical Description:

xiv, 410 pages : illustrations ; 23 cm.

Place of Publication:

New York : Routledge, 2009.

Summary:

Research on the mathematical thinking and learning of young children is one of the most productive and exciting areas in education and psychology. Today, researchers from mathematics, mathematics education, developmental psychology, cognitive psychology, and neuroscience, among others, are exploring similar questions, creating a critical mass of theory and empirical evidence that has the potential to re-energize each of these fields.

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' theoretical and empirical frameworks are learning trajectories-detailed descriptions of children's 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.

Contents:

Part I Introduction 1

1 Early Childhood Mathematics Learning 3

Part II Number and Quantitative Thinking 27

2 Quantity, Number, and Subitizing 29

3 Verbal and Object Counting 53

4 Comparing, Ordering, and Estimating 81

5 Arithmetic: Early Addition and Subtraction and Counting Strategies 101

6 Arithmetic: Composition of Number, Place Value, and Multidigit Addition and Subtraction 129

Part III Geometry and Spatial Thinking 159

7 Spatial Thinking 161

8 Shape 199

9 Composition and Decomposition of Shapes 247

Part IV Geometric Measurement 271

10 Geometric Measurement, Part 1: Length 273

11 Geometric Measurement, Part 2: Area, Volume, and Angle 293

Part V Other Content Domains and Processes 317

12 Other Content Domains 319

13 Mathematical Processes 335

14 Professional Development and Scaling Up 347.

Notes:

Includes bibliographical references (pages 371-396) and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the John G. Hartman Memorial Library Fund.

ISBN:

9780805863086

0805863087

9780805863093

0805863095

9780203883785

0203883780

OCLC:

237402521