Young Child and Mathematics, Third Edition
portes grátis
Young Child and Mathematics, Third Edition
Johnson, Nicholas C.; Turrou, Angela Chan; Franke, Megan L.
National Association for the Education of Young Children
01/2022
152
Mole
Inglês
9781938113932
15 a 20 dias
Descrição não disponível.
Preface
About
this Edition
Our Theory
of Learning
Introduction
Everything
a Child Does Has Mathematical Value
Finding
and Building on the Mathematical Value
An Overview
of this Book
Engaging
with this Book
Chapter 1: Counting and Operations
Instructional Activity: Counting Collections
Exploring Children's Thinking: Counting
Exploring Children's Thinking: Operations
Assessing Children's Understanding
Counting and Operations in Informal Spaces
Conclusion
Chapter 2: Spatial Relations
Instructional
Activity: Describe-Draw-Describe
Exploring Children's Thinking: Describing Spatial
Relations
Exploring Children's Thinking: Representing Spatial
Relations
Assessing Children's Understanding
Spatial Relations in Informal Spaces
Conclusion
Chapter 3: Measurement and Data
Measurement
and Data in Informal Spaces
Instructional Activity: What Do You Notice?
Exploring Children's Thinking: Measurement
Exploring Children's Thinking: Data
Assessing Children's Understanding
Conclusion
Chapter 4: Patterns and Algebra
Exploring
Children's Thinking: Creating and Extending Patterns
Assessing Children's Understanding: Tea Party Patterns
Exploring Children's Thinking: Patterns in Counting
Assessing Children's Understanding: How High Can
Christopher Count?
Exploring Children's Thinking: Patterns and Algebra in
Storybooks
Assessing Children's Understanding: Storybook Patterns
Conclusion
Appendix A: A
Research Overview of What Young Children Know
What Young
Children Know: Counting and Operations
What
Young Children Know: Spatial Relations
What Young Children Know: Measurement and Data
What Young Children Know: Patterns and Algebra
Situating What a Child Knows
Appendix B: Using this Book to Support Professional Learning
Bringing
an Instructional Activity into Your Classroom
Making Connections Across Math
Content
Exploring Informal Spaces
Creating Classroom Spaces that
Support Participation
Connecting Classroom Practice to Research
Connecting Theory to Practice
Connecting to Policy and
Standards Documents
References
Index
Acknowledgments
About the Authors
About
this Edition
Our Theory
of Learning
Introduction
Everything
a Child Does Has Mathematical Value
Finding
and Building on the Mathematical Value
An Overview
of this Book
Engaging
with this Book
Chapter 1: Counting and Operations
Instructional Activity: Counting Collections
Exploring Children's Thinking: Counting
Exploring Children's Thinking: Operations
Assessing Children's Understanding
Counting and Operations in Informal Spaces
Conclusion
Chapter 2: Spatial Relations
Instructional
Activity: Describe-Draw-Describe
Exploring Children's Thinking: Describing Spatial
Relations
Exploring Children's Thinking: Representing Spatial
Relations
Assessing Children's Understanding
Spatial Relations in Informal Spaces
Conclusion
Chapter 3: Measurement and Data
Measurement
and Data in Informal Spaces
Instructional Activity: What Do You Notice?
Exploring Children's Thinking: Measurement
Exploring Children's Thinking: Data
Assessing Children's Understanding
Conclusion
Chapter 4: Patterns and Algebra
Exploring
Children's Thinking: Creating and Extending Patterns
Assessing Children's Understanding: Tea Party Patterns
Exploring Children's Thinking: Patterns in Counting
Assessing Children's Understanding: How High Can
Christopher Count?
Exploring Children's Thinking: Patterns and Algebra in
Storybooks
Assessing Children's Understanding: Storybook Patterns
Conclusion
Appendix A: A
Research Overview of What Young Children Know
What Young
Children Know: Counting and Operations
What
Young Children Know: Spatial Relations
What Young Children Know: Measurement and Data
What Young Children Know: Patterns and Algebra
Situating What a Child Knows
Appendix B: Using this Book to Support Professional Learning
Bringing
an Instructional Activity into Your Classroom
Making Connections Across Math
Content
Exploring Informal Spaces
Creating Classroom Spaces that
Support Participation
Connecting Classroom Practice to Research
Connecting Theory to Practice
Connecting to Policy and
Standards Documents
References
Index
Acknowledgments
About the Authors
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
early childhood, ece, high-quality curriculum,; best practices, math, counting, operations,; spatial relations, measurement, data, patterns,; preschool, kindergarten; algebra, children's books, math activities,; naeyc, developmentally appropriate practice, dap,
Preface
About
this Edition
Our Theory
of Learning
Introduction
Everything
a Child Does Has Mathematical Value
Finding
and Building on the Mathematical Value
An Overview
of this Book
Engaging
with this Book
Chapter 1: Counting and Operations
Instructional Activity: Counting Collections
Exploring Children's Thinking: Counting
Exploring Children's Thinking: Operations
Assessing Children's Understanding
Counting and Operations in Informal Spaces
Conclusion
Chapter 2: Spatial Relations
Instructional
Activity: Describe-Draw-Describe
Exploring Children's Thinking: Describing Spatial
Relations
Exploring Children's Thinking: Representing Spatial
Relations
Assessing Children's Understanding
Spatial Relations in Informal Spaces
Conclusion
Chapter 3: Measurement and Data
Measurement
and Data in Informal Spaces
Instructional Activity: What Do You Notice?
Exploring Children's Thinking: Measurement
Exploring Children's Thinking: Data
Assessing Children's Understanding
Conclusion
Chapter 4: Patterns and Algebra
Exploring
Children's Thinking: Creating and Extending Patterns
Assessing Children's Understanding: Tea Party Patterns
Exploring Children's Thinking: Patterns in Counting
Assessing Children's Understanding: How High Can
Christopher Count?
Exploring Children's Thinking: Patterns and Algebra in
Storybooks
Assessing Children's Understanding: Storybook Patterns
Conclusion
Appendix A: A
Research Overview of What Young Children Know
What Young
Children Know: Counting and Operations
What
Young Children Know: Spatial Relations
What Young Children Know: Measurement and Data
What Young Children Know: Patterns and Algebra
Situating What a Child Knows
Appendix B: Using this Book to Support Professional Learning
Bringing
an Instructional Activity into Your Classroom
Making Connections Across Math
Content
Exploring Informal Spaces
Creating Classroom Spaces that
Support Participation
Connecting Classroom Practice to Research
Connecting Theory to Practice
Connecting to Policy and
Standards Documents
References
Index
Acknowledgments
About the Authors
About
this Edition
Our Theory
of Learning
Introduction
Everything
a Child Does Has Mathematical Value
Finding
and Building on the Mathematical Value
An Overview
of this Book
Engaging
with this Book
Chapter 1: Counting and Operations
Instructional Activity: Counting Collections
Exploring Children's Thinking: Counting
Exploring Children's Thinking: Operations
Assessing Children's Understanding
Counting and Operations in Informal Spaces
Conclusion
Chapter 2: Spatial Relations
Instructional
Activity: Describe-Draw-Describe
Exploring Children's Thinking: Describing Spatial
Relations
Exploring Children's Thinking: Representing Spatial
Relations
Assessing Children's Understanding
Spatial Relations in Informal Spaces
Conclusion
Chapter 3: Measurement and Data
Measurement
and Data in Informal Spaces
Instructional Activity: What Do You Notice?
Exploring Children's Thinking: Measurement
Exploring Children's Thinking: Data
Assessing Children's Understanding
Conclusion
Chapter 4: Patterns and Algebra
Exploring
Children's Thinking: Creating and Extending Patterns
Assessing Children's Understanding: Tea Party Patterns
Exploring Children's Thinking: Patterns in Counting
Assessing Children's Understanding: How High Can
Christopher Count?
Exploring Children's Thinking: Patterns and Algebra in
Storybooks
Assessing Children's Understanding: Storybook Patterns
Conclusion
Appendix A: A
Research Overview of What Young Children Know
What Young
Children Know: Counting and Operations
What
Young Children Know: Spatial Relations
What Young Children Know: Measurement and Data
What Young Children Know: Patterns and Algebra
Situating What a Child Knows
Appendix B: Using this Book to Support Professional Learning
Bringing
an Instructional Activity into Your Classroom
Making Connections Across Math
Content
Exploring Informal Spaces
Creating Classroom Spaces that
Support Participation
Connecting Classroom Practice to Research
Connecting Theory to Practice
Connecting to Policy and
Standards Documents
References
Index
Acknowledgments
About the Authors
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
