Transforming Children's Mathematics Education

International Perspectives

Leslie P. Steffe, Terry Wood

• Publisher: Routledge
• Year: 2013
• eBook ISBN: 9781136468841
• Topic: Education
• Subtopic: Education General

Eminent scholars from around the globe gathered to discuss how educational systems would change if the prevailing principles of constructivism were applied to three major aspects of those systems -- knowledge and learning, communication, and environment. This volume provides documentation of the proceedings of this important meeting - - the Early Childhood Action Group of the Sixth International Congress on Mathematics Education.

This international assembly, representing such diverse disciplines as mathematics and math education, epistemology, philosophy, cognitive science, psycholinguistics, and science education, is the first to examine early childhood mathematics education from constructivist and international perspectives in addition to formulating recommendations for future work in the field.

Table of contents

• Cover
• Title
• Copyright
• Dedication
• Toc
• preface
• Part 1: Overview
• 1.1. Action Group A1: Early Childhood Years Leslie P. Steffe
• Part 2: Epistemological Chapters
• 2.1. Learning: The Interactive Recreation of Knowledge Hermine Sinclair
• 2.2. Environment and Communication Ernst von Glasersfeld
• Part 3: Knowledge and Learning Elaboration Chapters
• 3.1. Knowledge and Learning in Mathematics Jarkko Leino
• 3.2. Constructing Knowledge from Interactions Robert W. Lawler
• 3.3. Constructivism, Phenomenology, and the Origin of Arithmetic Skills Ference Marton and Dagmar Neuman
• Discussion Chapters: Learning
• 3.4. Children Learning Mathematics Brenda Denvir
• 3.5. Playing Games and Learning Mathematies Janet Ainley
• 3.6. Young Children’s Concept of Measure Patricia F. Campbell
• 3.7. Some Aspects of Learning Geometry Kiyoshi Yokochi
• Discussion Chapters: Knowledge
• 3.8. Mathematical Knowledge of Young Learners Grayson H. Wheatley and Harriet Bebout
• 3.9. Possibility, Necessity, Contradiction, and Probability: Implications for Mathematics Education Catherine T. Fosnot
• 3.10. Kindergartners’ Knowledge of the Preconcepts of Number Jacques C. Bergeron and Nicolas Herscovics
• 3.11. Knowledge of the Numeration System Among Pre-Schoolers Terezinha Nunes Carraher and Analucia Dias Schliemann
• 3.12. An Analysis of First-Grade Children’s Writing Number Sentences in Solving Word Problems Junichi Ishida
• 3.13. Young Children’s Thinking Strategies and Levels of Capacity to Process Mathematical Information Gillian Boulton-Lewis
• 3.14. Analysis of Young Children’s Spatial Constructions Grayson Wheatley and Paul Cobb
• 3.15. Children’s Competence in Forming Combinations Lyn English
• 3.16. How Natural Is Fraction Knowledge? M. A. Clements and G. Del Campo
• Part 4: Communication Elaboration Chapters
• 4.1. Communication in Early Childhood F. Lowenthal
• 4.2. Multiple Perspectives Paul Cobb
• 4.3. Conceptual Splatter in Peer Dialogues in Selected Japanese and U.S. First-Grade Mathematics Classes Jack Easley and Harold Taylor
• Discussion Chapters: Actual Communication
• 4.4. Communication in the Mathematics Classroom Max Stephens
• 4.5. Interactive Communication: Constraints and Possibilities Bob Wright
• 4.6. The Development of Collaborative Dialogue Within Small Group Interactions Terry Wood and Ema Yackel
• 4.7. Connecting Inventions with Conventions Magdalene Lampert
• 4.8. Actual Communication in the Mathematical Classroom Nobuhiko Nohda
• 4.9. Fostering Mathematical Communication: Helping Teachers Help Students Julian Weissglass, Judith Mummef and Barbara Cronin
• Discussion Chapters: Possible Communication
• 4.10. Reconstructing Constructivism George M. A. Stanic
• 4.11. The Nature of Communication in Early Childhood in the Contexts of Home and School
• 4.12. Learning Situations and Experiential Domains Relevant to Early Childhood Mathematics Education G. Bartolini Bussi
• Part 5: Environment Elaboration Chapters
• 5.1. Early Childhood Mathematies and the Environment Romanus Ogbonna Ohuche
• 5.2. Children’s Mathematics/Mathematics for Children Thomas E. Kieren
• 5.3. What Could Teaeher Edueation Be Like for Prospective Teachers of Early Childhood Mathematics—with Particular Reference to the Environment Leone Burton
• Discussion Chapters: Mathematics Curriculum
• 5.4. Curriculum and Constructivism in Early Childhood Mathematics: Sources of Tension and Possible Resolutions Neil A. Pateman and David C. Johnson
• 5.5. Mathematical Learning Beyond the Activity Helen Pengelly
• 5.6. Notes on Early Mathematical Experiences Minoru Sumio
• 5.7. The Role of the Teacher in Early Childhood Mathematics Helen Mansfield
• 5.8. Mathematics Curriculum Design: A Constructivist’s Perspective Leslie P. Steffe
• Discussion Chapters: Teacher Education
• 5.9. Constructivism and Teacher Education for Teachers of Early Childhood Mathematics Nick, James and Robert Underhill
• 5.10. Preparing Early Childhood Teachers for Constructive Mathematical Environments Larry L. Hatfield
• 5.11. Improving Prospective Early Childhood Teachers’ Content Knowledge and Atitudes Toward Mathematics Dina Tirosh
• 5.12. Some Problems with Problem Solving: A Brazilian Teacher-Perspective Beatriz S. D’Ambrosio
• 5.13. Teaching of Mathematics Using Comparison and Examination of Children’s Mathematical Thinking Shigeo Yoshikawa
• 5.14. Action Research for Professional Development: Informing Teachers and Researchers Noelene Reeves
• Part 6: Conclusion Survey Chapter
• 6.1. Cultural Perspectives on Success in Early Childhood Mathematics Bob Perry
• References
• Notes
• Author Index
• Subject Index