Overview

""This richly varied text offers generous support for every aspect of the teacher's role, while constantly reminding us that mathematical activity is not a de-contextualised skill that children possess, but part of their identity, their way of being in the world, engaged with the world, energetically - and playfully - trying to make sense of it."" Mary Jane Drummond, formerly of the Faculty of Education, University of Cambridge, UKTeaching and Learning Early Number is a bestselling guide for all trainee and practising Early Years teachers and classroom assistants. It provides an accessible guide to a wide range of research evidence about the teaching and learning of early number. Major changes in the primary mathematics curriculum over the last decade - such as the National Numeracy Strategy, the Primary National Strategy, the Early Years Foundation Stage and the Williams Review - have greatly influenced the structure of this new edition. The book includes: A new introductory chapter to set the scene Six further new chapters - including Mathematics through play, Children's mathematical graphics and Interview-based assessment of early number knowledge Six completely re-written chapters and two updated chapters A new concluding chapter looking to the future The chapters can be read in a standalone fashion and many are cross referenced to other parts of the book where specific ideas are dealt with in a different manner. Issues addressed include: new research on the complex process of counting and on children's written mathematical marks; counting in the home environment and play in the school setting; the importance of mathematical representations and of ICT in children's understanding of number; errors and misconceptions and the assessment of children’s number knowledge.

Full Product Details

Author:   Ian Thompson
Publisher:   Open University Press
Imprint:   Open University Press
Edition:   2nd edition
Dimensions:   Width: 15.00cm , Height: 0.90cm , Length: 23.00cm
Weight:   0.417kg
ISBN:  

9780335234110

ISBN 10:   0335234119
Pages:   256
Publication Date:   16 October 2008
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   Out of stock  
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Table of Contents

Section 1:Setting the scene for teaching and learning early number 1. Still not getting it right from the start? Carol Aubrey and Dondu Durmaz Section 2: The early stages of number acquisition 2. Children’s beliefs about counting Penny Munn 3.Mathematics through play Kate Tucker 4. The family counts Rose Griffiths Section 3: The place of counting in number development 5. Development in oral counting, enumeration, and counting for cardinality John Threlfall 6. Counting: what it is and why it matters Effie Maclellan 7.Compressing the counting process: strength from the flexible interpretation of symbols Eddie Gray Section 4: Extending counting to calculating 8. From counting to deriving number facts Ian Thompson 9.Uses of counting in multiplication and division Julia Anghileri Section 5: Representation and calculation 10.Children's mathematical graphics: young children calculating for meaning Elizabeth Carruthers and Maulfry Worthington 11.What do young children’s mathematical graphics tell us about the teaching of written calculation? Ian Thompson 12.What’s in a picture? Understanding and representation in early mathematics Tony Harries, Patrick Barmby and Jennifer Suggate 13.Mathematical learning and the use of information and communications technology in the early years Steve Higgins Section 6:Assessing young children’s progress in number 14.Interview-based assessment of early number knowledge Robert J. Wright 15.Addressing errors and misconceptions with young children Ian Thompson Section 7:Towards an early years mathematics pedagogy 16.‘How do you teach nursery children mathematics?’ In search of a mathematics pedagogy for the early years Sue Gifford

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Author Information

Ian Thompson is Visiting Professor at Edge Hill University, UK, and was a member of the Advisory Group for the National Numeracy Project, to which he was seconded for two years.

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