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04660nam a2200505 4500 |
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on1002108807 |
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OCoLC |
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20180501122037.0 |
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m o d |
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cr cnu|||unuuu |
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170829s2017 mau o 000 0 eng d |
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|a N$T
|b eng
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|d OPELS
|d IDEBK
|d YDX
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|d OCLCF
|d UPM
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|a 1002194149
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|a 9780128134498
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|a 0128134496
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|a 9780128134481
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|a 0128134488
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|a (OCoLC)1002108807
|z (OCoLC)1002194149
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|a QA135.6
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|a EDU
|x 010000
|2 bisacsh
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|a 372.7
|2 23
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|a TEFA
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|a The development of early childhood mathematics education /
|c edited by Julie Sarama, Douglas H. Clements, Carrie Gemeroth and Crystal Day-Hess.
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|a Cambridge, MA :
|b Academic Press,
|c 2017.
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|a 1 online resource.
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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1 |
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|a Advances in child development and behavior ;
|v volume 53
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|a Online resource; title from PDF title page (EBSCO, viewed September 11, 2017).
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|a Front Cover; The Development of Early Childhood Mathematics Education; Copyright; Contents; Contributors; Preface; Chapter One: The DREME Network: Research and Interventions in Early Childhood Mathematics; 1. The DREME Network; 1.1. A Need for More Opportunity and Access; 1.2. New Evidence on the Importance of Early Math; 1.3. Increasing Acceptance of Academic Instruction in Preschool; 1.4. DREME's Central Goals; 1.4.1. Increasing Capacity: Creating Resources for Early Childhood Teacher Educators
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|a 1.4.2. MMM Instruction: Using Math Activities to Support Math and Executive Function Skills in Early Childhood1.4.3. Parents' and Early Caregivers' Engagement in Math Activities With Young Children; 1.4.4. Preschool-Elementary Continuity and Coherence; 2. MMM Instruction: An In-Depth Look at a DREME Network Project; 2.1. Early Math, EF, and Curricula; 2.1.1. Early Mathematics Curricula; 2.2. EF and Mathematics; 2.3. Preliminary EF Study Work; 2.3.1. Phase 1: Description of Activities; 2.3.2. Phase 2: Selecting Fecund Activities; 2.3.3. Phase 3: Developing Archetype Activities
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|a 2.3.4. Phase 4: Microgenetic Testing of Select Archetype Activities3. Conclusion; Acknowledgments; References; Chapter Two: The Use of Concrete Experiences in Early Childhood Mathematics Instruction; 1. What Is Concrete?; 2. What Is a Worthwhile Concrete Activity?; 3. How Can Concrete Experiences Be Used Effectively in Early Childhood Mathematics Instruction?; 3.1. Perspectives From Cognitive Psychology; 3.1.1. Cognitive Alignment Framework; 3.1.2. The Dual-Representation Hypothesis; 3.2. Perspective Based on Dewey's Interaction Principle and Learning Trajectories; 3.2.1. Patterning
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|a 3.2.2. A Linear Representation and Its Hypothesized Developmental Prerequisites3.2.2.1. Increasing Magnitude Principle; 3.2.2.2. Successor Principle; 3.2.3. Introducing Addition and Subtraction Using a Number-Line Model; 3.2.4. Base-Ten and Place-Value Concepts and Skills; 3.2.4.1. Understanding Multidigit Numbers in Terms of Base-Ten/Place-Value Concepts; 3.2.4.2. Magnitude Comparisons and a Linear Representation to 100; 3.3. Instructional Strategies for Ensuring Educative Experiences; 3.3.1. Eight Guidelines; 3.3.2. A Case in Point; 4. Is There Evidence That Concrete Experiences Work?
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|a 5. ConclusionsAcknowledgments; References; Chapter Three: Interventions in Early Mathematics: Avoiding Pollution and Dilution; 1. Background; 2. The TRIAD Model; 2.1. Theoretical Framework; 2.1.1. Interactions; 2.1.2. Administrators and Other School Leaders (Fig. 1, Factors K and I); 2.1.3. Communication; 2.1.4. Teachers and Professional Development (Fig. 1, Factors E, N, and Q); 2.1.5. Children and Their Families (Fig. 1, Factors F, G, and P); 2.1.6. Resources, Curriculum, and Technology; 2.2. The TRIAD Model's 10 Guidelines
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| 650 |
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|a Mathematics
|x Study and teaching (Early childhood)
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| 650 |
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|a EDUCATION / Elementary.
|2 bisacsh
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| 650 |
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7 |
|a Mathematics
|x Study and teaching (Early childhood)
|2 fast
|0 (OCoLC)fst01012270
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| 655 |
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|a Electronic books.
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| 700 |
1 |
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|a Sarama, Julie,
|e editor.
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| 700 |
1 |
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|a Clements, Douglas H.,
|e editor.
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| 700 |
1 |
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|a Germeroth, Carrie,
|e editor.
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| 700 |
1 |
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|a Day-Hess, Crystal,
|e editor.
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| 830 |
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|a Advances in child development and behavior ;
|v v. 53.
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| 856 |
4 |
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|u https://www.sciencedirect.com/science/bookseries/00652407/53
|z Full Text via HEAL-Link
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