Building the Foundation: Whole Numbers in the Primary Grades : The 23rd ICMI Study / edited by Maria G. Bartolini Bussi, Xu Hua Sun.

Format:

Book

Author/Creator:

Bartolini Bussi, Maria G., Editor.

Contributor:

Bartolini Bussi, Maria G., Editor.

Sun, Xu Hua., Editor.

Series:

New ICMI Study Series, 2215-1745

Language:

English

Subjects (All):

Mathematics--Study and teaching.

Mathematics.

Early childhood education.

International education.

Comparative education.

Education and state.

Teachers--Training of.

Teachers.

Mathematics Education.

Early Childhood Education.

International and Comparative Education.

Educational Policy and Politics.

Teaching and Teacher Education.

Local Subjects:

Mathematics Education.

Early Childhood Education.

International and Comparative Education.

Educational Policy and Politics.

Teaching and Teacher Education.

Physical Description:

1 online resource (XXXI, 536 p. 157 illus.)

Edition:

1st ed. 2018.

Place of Publication:

Cham : Springer International Publishing : Imprint: Springer, 2018.

Language Note:

English

Summary:

This twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraints into account. One of the main challenges of designing the first ICMI primary school study of this kind is the complex nature of mathematics at the early level. Accordingly, a focus area that is central to the discussion was chosen, together with a number of related questions. The broad area of Whole Number Arithmetic (WNA), including operations and relations and arithmetic word problems, forms the core content of all primary mathematics curricula. The study of this core content area is often regarded as foundational for later mathematics learning. However, the principles and main goals of instruction on the foundational concepts and skills in WNA are far from universally agreed upon, and practice varies substantially from country to country. As such, this study presents a meta-level analysis and synthesis of what is currently known about WNA, providing a useful base from which to gauge gaps and shortcomings, as well as an opportunity to learn from the practices of different countries and contexts. .

Contents:

Part I. Introductory section

Chapter 1. Building a strong foundation concerning whole numbers arithmetic in primary grades: editorial introduction

Chapter 2. Social and cultural contexts in the teaching and learning of whole numbers arithmetic

Chapter 3. Language and cultural issues in the teaching and learning of whole number arithmetic

Chapter 4. Reflecting on number language: a commentary on Chapter 3

Part II. Working group chapters and commentaries

Chapter 5. What and why of whole number arithmetic: foundational ideas from history, language, and societal changes

Chapter 6. Reflecting on the what and why of whole numbers arithmetic: a commentary on Chapter 5

Chapter 7. Whole number thinking, learning and development: neuro-cognitive, cognitive and developmental approaches

Chapter 8. Whole number thinking, learning and development: a commentary on Chapter 7

Chapter 9. Aspects that affect whole number learning: cultural artefacts and mathematical tasks

Chapter 10. Artefacts and tasks in the mathematical preparation of teachers of elementary arithmetic from a mathematician’s perspective: a commentary on Chapter 9

Chapter 11. How to teach and assess whole number arithmetic: some international perspectives

Chapter 12. How to teach and assess whole number arithmetic: a commentary on Chapter 11

Chapter 13. Connecting whole number arithmetic foundations to other parts of mathematics: structure and structuring activity

Chapter 14. Structuring structural awareness: a commentary on Chapter 13. Part III

Panels

Chapter 15. Panel on tradition in whole number arithmetic

Chapter 16

Panel on special needs in research and instruction in whole number arithmetic

Chapter 17. Panel on professional development models for whole number aritmetic in primary mathematics teacher education: a cross-cultural overview

Part IV

Plenary presentations

Chapter 18. The theory of school arithmetic: whole numbers

Chapter 19. Quantities, numbers, number names and the real number

Chapter 20. Low numeracy: from brain to education

Part V. Appendices.

Notes:

CC BY

ISBN:

9783319635552

3319635557

OCLC:

1066178491

Access Restriction:

Open access Unrestricted online access