Teaching young children mathematics / Sydney L. Schwartz. [print]

By:

Schwartz, Sydney L. (Sydney Lisbeth) [Author]

Material type: Text

text

Media type:

unmediated

Carrier type:

volume

ISBN:

9780275982164

Subject(s):

LOC classification:

QA135
QA135.S399.T433 2005

Online resources:

Table of contents

Available additional physical forms:

Contents:

Designing games and playful activities: meaningful contexts for practice and application -- How young children learn mathematics: content and process connections -- How young children learn number concepts and skills -- How young children learn geometry and measurement -- The connection between assessment and teaching -- How adults can communicate with young children about mathematics -- Calendars and clocks: tools for time management -- Science and mathematics: curriculum partners -- Social studies and mathematics: curriculum partners -- Meaningful use of mathematics in classroom routines -- Putting it all together: one model.

Review: "Children learn mathematics most effectively in contexts that are meaningful to them. In order to realize the potential of these contexts for fostering young children's mathematical learning, knowledge of mathematics as well as child development is the way to nurture and challenge children's thinking. 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 patents."--BOOK JACKET.

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Holdings
Item type	Current library	Collection	Call number	Status	Date due	Barcode
Circulating Book (checkout times vary with patron status)	G. Allen Fleece Library CIRCULATING COLLECTION	Non-fiction	QA135.6.S437 2005 (Browse shelf(Opens below))	Available		31923001533468

Browsing G. Allen Fleece Library shelves, Shelving location: CIRCULATING COLLECTION, Collection: Non-fiction Close shelf browser (Hides shelf browser)

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Previous	QA135.6.C473 2006 Math matters : understanding the math you teach, grades K-8 /	QA135.6.H452.T633 2006 Today's mathematics : concepts, methods, and instructional activities.	QA135.6.K36 2004 Young children continue to reinvent arithmetic--2nd grade : implications of Piaget's theory /	QA135.6.S437 2005 Teaching young children mathematics /	QA135.6.S44 2012 Active experiences for active children : mathematics /	QA135.6.S483 2013 Teaching learners who struggle with mathematics : systematic intervention and remediation /	QA135.6.S57 2004 Teaching inclusive mathematics to special learners, K-6 /	Next

Includes bibliographies and index.

The educational challenge: empowering young children to use mathematics -- Designing games and playful activities: meaningful contexts for practice and application -- How young children learn mathematics: content and process connections -- How young children learn number concepts and skills -- How young children learn geometry and measurement -- The connection between assessment and teaching -- How adults can communicate with young children about mathematics -- Calendars and clocks: tools for time management -- Science and mathematics: curriculum partners -- Social studies and mathematics: curriculum partners -- Meaningful use of mathematics in classroom routines -- Putting it all together: one model.

"Children learn mathematics most effectively in contexts that are meaningful to them. In order to realize the potential of these contexts for fostering young children's mathematical learning, knowledge of mathematics as well as child development is the way to nurture and challenge children's thinking. 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 patents."--BOOK JACKET.

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