Seems you have not registered as a member of localhost.saystem.shop!
You may have to register before you can download all our books and magazines, click the sign up button below to create a free account.
Reconceptualizing Early Mathematics Learning
This book emanated primarily from concerns that the mathematical capabilities of young children continue to receive inadequate attention in both the research and instructional arenas. Research over many years has revealed that young children have sophisticated mathematical minds and a natural eagerness to engage in a range of mathematical activities. As the chapters in this book attest, current research is showing that young children are developing complex mathematical knowledge and abstract reasoning a good deal earlier than previously thought. A range of studies in prior to school and early school settings indicate that young learners do possess cognitive capacities which, with appropriate...
Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives
This open access book’s theme is Teaching mathematics as to be meaningful – foregrounding children’s play and perspectives. It discusses the relation between teachers, children and mathematical content within the context of play with a particular focus on the framing of these relations within this context, which is an important theme in the debate on whether teaching should be integrated with or separated from children’s play. The work further addresses meaningfulness in the learning process, particularly from the child’s perspective. Globally, most guidelines and curricula for early childhood education mention play as one of the key features for young children’s learning. Still, there are quite different views on the definitions of play and in what ways play should become part of children’s learning. The chapters of the book mirror the research topics presented at the fifth POEM conference in May 2022 divided into four sub-themes: Play and learning, Children’s perspectives on mathematics, Teachers’ competencies and Theorizing aspects of early mathematics education.
Dialectic Special Pedagogy
This book offers theoretical and practical discussion on the inclusion of students with disabilities and learning impairments within the learning environments and beyond. It explores how social relations and social activities can support the personal and social transitions of children, young people and adults in need of specialized support. Written by academics based in Australia, Canada, Denmark, the Netherlands and the UK, the contributors take a cultural-historical and dialectical approach as a starting point for special pedagogy. This approach enables special pedagogy to rise above biological-essentialist, environmental-social-training and purely sociological approaches and to focusing on development as a psychological as well as a social phenomenon. The chapters cover a range topics including deaf education, primary and secondary disabilities, play, mediation, incarcerated youth and mental illness. The contributors draw heavily on psychologist Lev Vygotsky's work and his notion of the zone of proximal development.
Theories of Mathematical Learning
Chemists, working with only mortars and pestles, could not get very far unless they had mathematical models to explain what was happening "inside" of their elements of experience -- an example of what could be termed mathematical learning. This volume contains the proceedings of Work Group 4: Theories of Mathematics, a subgroup of the Seventh International Congress on Mathematical Education held at Université Laval in Québec. Bringing together multiple perspectives on mathematical thinking, this volume presents elaborations on principles reflecting the progress made in the field over the past 20 years and represents starting points for understanding mathematical learning today. This volume will be of importance to educational researchers, math educators, graduate students of mathematical learning, and anyone interested in the enterprise of improving mathematical learning worldwide.
Symbolizing and Communicating in Mathematics Classrooms
This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particularly as these issues relate to learning in the classroom. The participants invited to develop chapters for this book--all internationally recognized scholars in their respective fields--were selected to represent a wide range of theoretical perspectives including mathematics education, cognitive science, sociocultural theory, and discourse theory. The work is distinguished by the caliber of the contributors, the significance of the topics a...
Challenging Play
This book takes a detailed look at the complex area of young children's play as it is understood in the early twenty-first century, and in particular at the relationships between play, learning and teaching which are enacted in early childhood settings, across countries as different as England and the USA, Sweden and the Netherlands, Australia and New Zealand.
Children's Play and Development
This book provides new theoretical insights to our understanding of play as a cultural activity. All chapters address play and playful activities from a cultural-historical theoretical approach by re-addressing central claims and concepts in the theory and providing new models and understandings of the phenomenon of play within the framework of cultural historical theory. Empirical studies cover a wide range of institutional settings: preschool, school, home, leisure time, and in various social relations (with peers, professionals and parents) in different parts of the world (Europe, Australia, South America and North America). Common to all chapters is a goal of throwing new light on the ph...
Animal Personalities
Ask anyone who has owned a pet and they’ll assure you that, yes, animals have personalities. And science is beginning to agree. Researchers have demonstrated that both domesticated and nondomesticated animals—from invertebrates to monkeys and apes—behave in consistently different ways, meeting the criteria for what many define as personality. But why the differences, and how are personalities shaped by genes and environment? How did they evolve? The essays in Animal Personalities reveal that there is much to learn from our furred and feathered friends. The study of animal personality is one of the fastest-growing areas of research in behavioral and evolutionary biology. Here Claudio Ca...
Mathematics Teaching and Professional Learning in sub-Sahara Africa
The book represents a crop of wide-ranging research conducted by renown scholars in sub-Sahara Africa revolving around mathematics teaching and professional development programs for mathematics teachers. The research-based proposals and actual how-to-conduct professional development initiatives that enhance effective mathematics instruction are rooted in teacher input and informed by learners’ errors and misconceptions. The book provides a comprehensive snapshot on mathematics teaching, learning and effective professional development programmes for mathematics teachers in sub-Sahara Africa. It is the only research output that advances and disseminates issues of mathematics education and research in the region with input from South Africa, Kenya, Rwanda, Uganda, Malawi, Namibia, Lesotho, Ethiopia and Zimbabwe.
Conversation Analysis and a Cultural-Historical Approach
This book explores the distinct approaches of conversation analysis (CA) and cultural-historical theory to investigations of childhood storytelling with children aged 15 months to nine years. The authors draw on a rich set of data that depict children’s interactions with parents, teachers and peers as they talk together after having read stories, as they recount their experiences, as they enact stories through play, and as they participate in school activities in science and in literacy tasks. The book demonstrates the matters that concern CA and cultural-historical theory and explore in what ways comparisons can work to inform research design to understand how far the boundaries of approaches can be stretched, and the challenges in attempting to do so. In this process the authors focus on adding to knowledge about children’s rich interactional competencies and development as they tell stories, and on providing research-based evidence for parent, teacher and teacher educator practices.
