Building the Foundation: Whole Numbers in the Primary Grades The 23rd ICMI Study /

Building the Foundation: Whole Numbers in the Primary Grades The 23rd ICMI Study /

Bibliografiske detaljer
Institution som forfatter: SpringerLink (Online service)
Andre forfattere: Bartolini Bussi, Maria G. (Editor), Sun, Xu Hua (Editor)
Summary:XXXI, 536 p. 157 illus.
text
Sprog:engelsk
Udgivet: Cham : Springer International Publishing : Imprint: Springer, 2018.
Udgivelse:1st ed. 2018.
Serier:New ICMI Study Series,
Fag:
Mathematics > Study and teaching .
Early childhood education.
International education .
Comparative education.
Education and state.
Teachers > Training of.
Mathematics Education.
Early Childhood Education.
International and Comparative Education.
Educational Policy and Politics.
Teaching and Teacher Education.
Online adgang:https://doi.org/10.1007/978-3-319-63555-2
Format: Electronisk Bog
Indholdsfortegnelse:
  • 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.

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