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

Mostrar otras versiones (1)

This twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraints into account. One of the main challenges of designing the f...

Descripción completa

Detalles Bibliográficos
Otros Autores: Bartolini Bussi, Maria G. (Editor ), Bartolini Bussi, Maria G. editor (editor), Sun, Xu Hua. editor
Formato: Libro electrónico
Idioma:Inglés
Publicado: Cham Springer Nature 2018
Cham : 2018.
Edición:1st ed. 2018.
Colección:New ICMI Study Series,
Materias:
Mathematics—Study and teaching .
Child development.
International education .
Comparative education.
Educational policy.
Education and state.
Teaching.
Mathematics Education.
Early Childhood Education.
International and Comparative Education.
Educational Policy and Politics.
Teaching and Teacher Education.
mathematics teaching and learning in the primary school
whole number arithmetic
23rd ICMI Study
international perspectives on primary math education
social-cultural diversity of early mathematics teaching
institutional constraints of early mathematics
whole number thinking, learning and development
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009432078806719
Tabla de Contenidos:
  • 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.

Ejemplares similares