In this book, 23 contributors offer new insights on key issues in mathematics education in early childhood. The chapters cover all mathematics curriculum-related issues in early childhood (number, geometry, patterns and structures and mathematics in daily life). Special attention is given to teachers knowledge and innovative research issues such as quantifiers among young children.
Contributors are: Abraham Arcavi, Ruthi Barkai, Douglas H. Clements, Bat-Sheva Eylon, Dina Hassidov, Rina Hershkowitz, Leah Ilani, Bat-Sheva Ilany, Candace Joswick, Esther Levenson, Zvia Markovits, Zemira Mevarech, Joanne Mulligan, Sherman Rosenfeld, Flavia Santamaria, Julie Sarama, Juhaina Awawdeh Shahbari, Amal Sharif-Rasslan, Tal Sharir, Nora Scheuer, Pessia Tsamir, Dina Tirosh and Ana Clara Ventura.
Volume editor:
Amal Sharif-Rasslan,
Dina Hassidov
Imprint: Brill
Volume: 5
Dimensions:
Height: 235mm,
Width: 155mm,
Weight: 666g
ISBN: 9789004446281
ISBN 10: 9004446281
Series: Mathematics Teaching and Learning
Pages: 304
Publication Date: 10 February 2022
Audience:
Professional and scholarly
,
Undergraduate
Format: Hardback
Publisher's Status: Active
Preface List of Figures and Tables Notes on Contributors Introduction Amal Sharif-Rasslan and Dina Hassidov PART 1: The Number Concept Development in Early Childhood: Cognition, Metacognition and More 1 Comparing the Development of Numerical and Quantitive Ability Historically and in Children: Does One Reflect the Other? Amal Sharif-Rasslan 2 Young Children's Metacognitive Processes in a Variety of Challenging Number Tasks Ana Clara Ventura, Flavia Santamaria and Nora Scheuer 3 Playing with Counting 'Games' on the Tablet Ruthi Barkai, Esther Levenson, Pessia Tsamir and Dina Tirosh PART 2: Geometry: Teaching Learning and Thinking 4 Learning and Teaching Geometry in Early Childhood Douglas H. Clements, Julie Sarama and Candace Joswick 5 Visual Thinking and a Visual Language for Young Children: The Agam Program Zvia Markovits, Rina Hershkowitz, Sherman Rosenfeld, Lea Ilani and Bat-Sheva Eylon PART 3: Patterns and Structure 6 Pathways to Early Mathematical Thinking in Kindergarten: The Pattern and Structure Mathematics Awareness Program Joanne Mulligan 7 Young Children's Recognition of Mathematical Structures and Its Relations to Mathematical Skills Tal Sharir and Zemira Mevarech PART 4: Early Childhood Mathematical Thinking and Cognition: Reasoning and Explanations 8 Decision Making and Logical Deductions in Early Childhood When Dealing with the Quantifier For All Amal Sharif-Rasslan 9 On Explaining, Explanations and Second Graders Rina Hershkowitz and Abraham Arcavi PART 5: Early Childhood Mathematics Teachers' Knowledge and Professional Development 10 Between Natural Language and Mathematical Symbols (<, >, =): The Comprehension of Pre-Service and Preschool Teachers' Perspective of Numbers and Quantity Bat-Sheva Ilany and Dina Hassidov 11 Investigation of Mathematical-Pedagogical Knowledge among Prospective Teachers in the Early Childhood Program at the College for Arabic Speakers Juhaina Awawdeh Shahbari 12 Professional Development of Kindergarten Teachers through Collaboration with Preschool Math Education Expertise Dina Hassidov and Bat-Sheva Ilany PART 6: Conclusion 13 Special Issues in Early Childhood Mathematics Education: A Wrap-Up of Topics in the Book Amal Sharif-Rasslan Index
Amal Sharif-Rasslan, Ph.D. (1999), The Academic Arab College, Haifa, Israel, is Assistant Professor at that college. She currently heads the Department of Mathematics in this college, and has published many articles in elementary mathematics and mathematics education. Dina Hassidov, Ph.D. (2000), is a faculty member of Talpiot Academic College, Department of Mathematical Education. Her main areas of interest are mathematical and didactic aspects of the understanding and use of mathematical symbols, mathematical thinking in young children (ages 3-6) and the professional development of pre-service mathematics teachers for preschool.
