Teaching Mathematics 3-5"With freshness, humour and originality, Sue Gifford demonstrates the interactive strategies that are required to teach mathematics to young children. The text is both refreshingly free from conventional wisdom and solidly grounded in recent research on learning and teaching early mathematics.At the same time, it is unfailing in its accuracy in uncovering children's own humour and instinct for subverting 'teacherly' overtures. Given the demonstrated lack of spontaneous mathematics in early childhood setting, this assembled collage of children's own observations, activities and comments is in itself a work of art." Professor Carol Aubrey, Institute of Education, University of Warwick, UK.
Essential reading for those teaching or preparing to teach mathematics to young children, as well as parents interested in the mathematical education of their children. |
Contents
1 | |
SECTION 1 What do we know about how young children learn maths? A holistic approach | 13 |
SECTION 2 Practical pedagogy | 41 |
SECTION 3 The mathematics curriculum | 75 |
Conclusion | 160 |
165 | |
181 | |
Back cover | 194 |
Other editions - View all
Teaching Mathematics 3-5: Developing Learning In The Foundation Stage ... Gifford, Sue Limited preview - 2005 |
Common terms and phrases
according activities adults approach argued asked aspects assessment bears blocks building challenges child children learn Clements cognitive concepts confident connections construction contexts counting described develop dice difficulty directions discussed draw early Education effective emphasised encouraging engage et al example experiences Figure fingers five year olds focused four four year olds giving help children ideas identified images implies important instance interests involves language lines look matching math mathematics meanings measuring modelling nursery objects observation opportunities parents patterns planning play positions practical pre-school predicting problem solving processes Project properties questions recognise recording reflecting rehearsal requires seems settings shapes sharing skills social space spatial stories strategies suggested teachers teaching things thinking triangle turn understanding units visualising weight young children
Popular passages
Page 170 - Forum (1998), Quality in Diversity in Early Learning: A Framework for Early Childhood Practitioners, London, National Children's Bureau Edgington M.
Page 4 - Teaching' in the Foundation Stage was defined as: ... systematically helping children to learn so that they are helped to make connections in their learning and are actively led forward, as well as helped to reflect on what they have already learnt...
Page 166 - Early mathematics in the home and out-of-home contexts.
Page 172 - Reston, VA: National Council of Teachers of Mathematics. Greenes, C., Ginsburg, HP, & Balfanz, R. (2004). Big math for little kids. Early Childhood Research Quarterly, 19(1), 159-166. Griffin, S. (2004). Building number sense with Number Worlds: a mathematics program for young children.
Page 170 - Fluck, M., & Henderson, L. (1996). Counting and cardinality in English nursery pupils.
Page 168 - Clements. DH (2004). Geometric and spatial thinking in early childhood education. In DH Clements.
References to this book
Children's Mathematics: Making Marks, Making Meaning Elizabeth Carruthers,Maulfry Worthington Limited preview - 2006 |
Children′s Mathematics: Making Marks, Making Meaning Elizabeth Carruthers,Maulfry Worthington Limited preview - 2006 |