Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity

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National Academies Press, Nov 13, 2009 - Education - 398 pages
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Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success.
Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.

 

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Contents

Summary
1
Introduction and Research on Learning
5
Introduction
7
2 Foundational Mathematics Content
21
3 Cognitive Foundations for Early Mathematics Learning
59
4 Developmental Variation Sociocultural Influences and Difficulties in Mathematics
95
TeachingLearning Paths
121
5 The TeachingLearning Paths for Number Relations and Operations
127
7 Standards Curriculum Instruction and Assessment
225
8 The Early Childhood Workforce and Its Professional Development
289
Future Directions for Policy Practice and Research
329
9 Conclusions and Recommendations
331
Glossary
351
Concepts of Measurement
359
Biographical Sketches of Committee Members and Staff
363
Index
371

6 The TeachingLearning Paths for Geometry Spatial Thinking and Measurement
175
Contexts for Teaching and Learning
223

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