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Home > Mathematics for Tomorrow’s Young Children > Concept Development in Early Childhood Mathematics: Teachers’ Theories and Research
Mathematics for Tomorrow’s Young Children |
C.S. Mansfield; N.A. Pateman; N. Bednarz
Springer Netherlands
Mathematics for Tomorrow’s Young Children
Concept Development in Early Childhood Mathematics: Teachers’ Theories and Research
Authors

Robert Wright

ARI Id

1664741916216_3024607

Access

Not Available Free

Pages

258-271

DOI

10.1007/978-94-017-2211-7_17

Chapter URL

https://rd.springer.com/chapter/10.1007/978-94-017-2211-7_17

Table of Contents of Book
Showing 1 to 20 of 28 entries
Chapters/HeadingsAuthor(s)PagesInfo
Front Matter
i-xi
Young Children’s Mathematical Learning: Complexities and Subtleties
H. M. Mansfield
1-8
Front Matter
9-9
Constructivism and Activity Theory: A Consideration of Their Similarities and Differences as They Relate to Mathematics Education
Paul Cobb; Marcela Perlwitz; Diana Underwood
10-58
A Sociocultural View of the Mathematics Education of Young Children
Peter Renshaw
59-78
Social-Cultural Approaches in Early Childhood Mathematics Education: A Discussion
L. P. Steffe
79-99
Front Matter
101-101
The Psychological Nature of Concepts
Efraim Fischbein
102-119
What Concepts are and How Concepts are Formed
Jean Brun; F. Conne; G. Lemoyne; J. Portugais
120-136
Young Children’s Formation of Numerical Concepts: Or 8 = 9 + 7
Kathryn C. Irwin
137-150
Concept Formation Process and an Individual Child’s Intelligence
E. G. Gelfman; L. N. Demidova; N. B. Lobanenko; J. J. Wolfengaut; M. A. Kholodnaja
151-163
Front Matter
165-165
Interactions between Children in Mathematics Class: An Example Concerning the Concept of Number
Louise Poirier; Lily Bacon
166-176
What is the Difference between One, UN and YI?
Terezinha Nunes
177-185
How do Social Interactions Among Children Contribute to Learning?
Anne Reynolds; Grayson H. Wheatley
186-197
Cultural and Social Environmental Hurdles a Tanzanian Child Must Jump in the Acquisition of Mathematics Concepts
Verdiana G. Kashaga Masanja
198-215
Front Matter
217-217
Limitations of Iconic and Symbolic Representations of Arithmetical Concepts in Early Grades of Primary School
Zbigniew Semadeni
218-227
Language Activity, Conceptualization and Problem Solving: The Role Played by Verbalization in the Development of Mathematical Thought in Young Children
Nadine Bednarz
228-239
Children Talking Mathematically in Multilingual Classrooms: Issues in the Role of Language
Lena Licon Khisty
240-247
Chapters/HeadingsAuthor(s)PagesInfo
Showing 1 to 20 of 28 entries
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