Approach to Early Childhood Mathematics Education on Young Children’s Mathematical Ability

2018 ◽  
Vol 19 (2) ◽  
pp. 191-217
Author(s):  
Ji-Ae Choi ◽  
Chung-Hee Chung ◽  
Mi-Seung Yun
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Mathematical Ability ◽  
Early Childhood Mathematics

Early Childhood Mathematics Education

2014 ◽  
pp. 196-201 ◽  
Author(s):  
Marja Van den Heuvel-Panhuizen ◽  
Iliada Elia
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Early Childhood Mathematics

What's Going On…

1974 ◽  
Vol 21 (7) ◽  
pp. 599-600
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Early Childhood Education ◽  
Learning Experiences ◽  
Early Learning ◽  
Concept Development ◽  
Classroom Teachers ◽  
Early Childhood Mathematics ◽  
Affective Development ◽  
Childhood Education

Classroom teachers, curriculum spectal ists, administrators, and others interested in early childhood mathematics education are Invited to attend the NATIONAL LEADERSHIP CONFERENCE ON MATHEMATICS FOR EARLY CHILDHOOD to be held 23–25 January 1975 in Reston, Virginia. The conference, planned by the Association for Childhood Education International (ACEI) and the NCTM, will explore ways to he lp teachers (1) mathematize the young child's environment; (2) understand the child's cognitive, language, and affective development with respect to mathemat ical learning; (3) assess the child's level of concept development in order to plan appropriate mathemat ical learning experiences for him; (4) understand the importance of continuity in early learning expe riences; and (5) review and analyze recent research relevant to mathemat ics in early childhood education. For further information, write to the NCTM Headquarters Office, 1906 Association Drive, Reston, VA 22091.

Review: Constructivism in the Classroom

1991 ◽  
Vol 22 (5) ◽  
pp. 422-428
Author(s):  
John Clement
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Mathematics Education ◽  
Early Childhood Education ◽  
International Congress ◽  
Future Research ◽  
Mathematical Education ◽  
Early Childhood Mathematics ◽  
Research And Practice ◽  
Childhood Education

The International Congress on Mathematical Education, which convenes every four years to discuss issues in mathematics education research and practice, last met in 1988. This book is the product of the subgroup on early childhood education within the Congress, which took as its charge “to identify the issues, problems, and opportunities presented by constructivism for mathematics education in early childhood and to make recommendations for the work in this area over the next four years.” Thus the book not only contains reports on previous research, but also recommendations for future research and practice in early childhood mathematics education.

scholarly journals Designing a Rich Numeracy Task in Early Childhood Mathematics Education: Teaching Addition in a Kindergarten in Macao

2020 ◽  
Vol 2 (1) ◽  
pp. p1
Author(s):  
Huey Lei ◽  
Aihua Hu
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Education Reform ◽  
Collaborative Action Research ◽  
Kindergarten Children ◽  
Early Childhood Mathematics ◽  
Single Digit ◽  
University Researcher ◽  
Comprehensive Development ◽  
The Rich

This paper presents an overview of the first cycle of collaborative action research of a kindergarten teacher who with the help of a university researcher, has designed a rich tool-based numeracy task for K3 children at a kindergarten in Macao. The rich numeracy task coupled with a tailor-made physical tool allows the children to investigate a model of addition with the manipulation of the critical selection of number cards by paying attention to a combination of corresponding numbers. Major data sources were documents, classroom observation, reflective dialogues between the two classroom teachers and with the university researcher. The results indicate that this rich tool-based task not only facilitates children’s numeracy development but also promotes the development of other domains, such as social and linguistic development. Mathematical concepts, such as sum of three single digit numbers, are prominently emerged in the implementation of the rich numeracy task. This first cycle illustrates that the purposive design of rich tasks, coupled with appropriate artefacts for kindergarten children, is beneficial for promoting children’s comprehensive development. It can also serve as an example to create rich numeracy tasks in early childhood mathematics education for kindergarten teachers to develop teaching strategies corresponding to the education reform in Macao.

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