Children’s Counting and Concepts of Number

Children’s Counting and Concepts of Number

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  • Author: Karen C. Fuson
  • Publisher: Springer Science & Business Media
  • ISBN: 1461237548
  • Category : Psychology
  • Languages : en
  • Pages : 448

For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholary books to be devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Volumes in the Progress sequence are strongly thematic, in that each is limited to some well-defined domain of cognitive developmental research (e. g. , logical and mathematical development, semantic development). All Progress volumes are edited collections. Editors of such books, upon consultation with the Series Editor, may elect to have their works published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors will be published as separate volumes within the series. is being used in the selec A fairly broad definition of cognitive development tion of books for this series.


Children's Counting and Concepts of Number

Children's Counting and Concepts of Number

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  • Author: Karen C. Fuson
  • Publisher:
  • ISBN: 9783540965664
  • Category : Calcul
  • Languages : en
  • Pages : 446

This recent book in the Springer Series in Cognitive Development outlines an extensive program of research into children's acquisition of counting and number. The author discusses the origins of the concepts of cardinality and correspondence which underlie mathematical learning. Original research explores the relationship between these two important concepts and their implication for cognitive development. Children's Counting and Concepts of Number represents an important contribution to educational practice and research into early mathematical development.


The Child's Understanding of Number

The Child's Understanding of Number

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  • Author: Rochel GELMAN
  • Publisher: Harvard University Press
  • ISBN: 0674037537
  • Category : Psychology
  • Languages : en
  • Pages : 276

The authors report the results of some half dozen years of research into when and how children acquire numerical skills. They provide a new set of answers to these questions, and overturn much of the traditional wisdom on the subject. Table of Contents: 1. Focus on the Preschooler 2. Training Studies Reconsidered 3. More Capacity Than Meets the Eye: Direct Evidence 4. Number Concepts in the Preschooler? 5. What Numerosities Can the Young Child Represent? 6. How Do Young Children Obtain Their Representations of Numerosity? 7. The Counting Model 8. The Development of the How-To-Count Principles 9. The Abstraction and Order-Irrelevance Counting Principles 10. Reasoning about Number 11. Formal Arithmetic and the Young Child's Understanding of Number 12. What Develops and How Conclusions References Index Reviews of this book: The publication of this book may mark a sea change in the way that we think about cognitive development. For the past two decades, the emphasis has been on young children's limitations... Now a new trend is emerging: to challenge the original assumption of young children's cognitive incapacity. The Child's Understanding of Number represents the most original and provocative manifestation to date of this new trend. --Contemporary Psychology Reviews of this book: Here at last is the book we have been waiting for, or at any rate known we needed, on the young child and number. The authors are at once sophisticated in their own understanding of number and rich in psychological intuition. They present a wealth of good experiments to support and guide their intuitions. And all is told in so simple and unalarming a manner that even the most pusillanimous will be able to read with enjoyment. --Canadian Journal of Psychology


Two and Two Make Zero

Two and Two Make Zero

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  • Author: H.S. Yaseen
  • Publisher: Xlibris Corporation
  • ISBN: 1453584463
  • Category : Education
  • Languages : en
  • Pages : 158

Two and Two Make Zero seeks to decrypt childrens acquisition of numerical concepts by considering this subject from a variety of perspectives, namely, numbers mathematical and conceptual properties, methods of number application in the physical world, the mental processes involved in number perception and cognition, the function, logic, and history of number symbolization, number origin, and childrens cognitive development. Researched and written from a teachers viewpoint, this work aims ultimately to improve elementary mathematics instruction by creating a better understanding of these irreducibly simple, but often misunderstood, concepts.


Children's Ways of Handling and Experiencing Numbers

Children's Ways of Handling and Experiencing Numbers

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  • Author: Ann Ahlberg
  • Publisher: ACTA Universitatis Gothoburgensis
  • ISBN:
  • Category : Mathematics
  • Languages : en
  • Pages : 136

Rapport fra projektet: Numerosity and the development of arithmetic skills among visual impaired children, hearing impaired children and children without these impairments


Children's Numbers

Children's Numbers

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  • Author: Catherine Sophian
  • Publisher: Routledge
  • ISBN: 0429710984
  • Category : Psychology
  • Languages : en
  • Pages : 201

Synthesizing research on numerical development, the book explores the implications for instruction, drawing upon the ideas of Piaget, Vygotsky, and several contemporary cognitive-developmental theorists. The text is intended for use in undergraduate and graduate-level courses in developmental psychology and education. Children’s developing underst


Part-whole Information and Children's Number Concepts

Part-whole Information and Children's Number Concepts

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  • Author: Silvanira Rizwan
  • Publisher:
  • ISBN:
  • Category :
  • Languages : en
  • Pages : 248


The Complete Book of Numbers & Counting, Grades PK - 1

The Complete Book of Numbers & Counting, Grades PK - 1

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  • Author:
  • Publisher: Carson-Dellosa Publishing
  • ISBN: 1483832929
  • Category : Juvenile Nonfiction
  • Languages : en
  • Pages : 416

GRADES PK–1: With age-appropriate activities, this beginning math workbook helps children build knowledge and skills for a solid foundation in number recognition and counting. INCLUDES: This elementary workbook features easy-to-follow instructions and practice on key topics such as place value, counting, comparing numbers, addition and subtraction, graphing, and more! ENGAGING: This numbers-based workbook features colorful photographs and illustrations with fun, focused activities to entertain children while they grasp concepts and skills for success. HOMESCHOOL FRIENDLY: This elementary workbook for kids is a great learning resource for at home or in the classroom and allows parents to supplement their children's learning in the areas they need it most. WHY CARSON DELLOSA: Founded by two teachers more than 40 years ago, Carson Dellosa believes that education is everywhere and is passionate about making products that inspire life's learning moments.


Teaching Number in the Classroom with 4-8 year olds

Teaching Number in the Classroom with 4-8 year olds

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  • Author: Robert J Wright
  • Publisher: SAGE
  • ISBN: 1446203832
  • Category : Education
  • Languages : en
  • Pages : 225

`At last a book is written by teachers for teachers based on sound research that will generate enquiry based learning. It is essential for every classroom with lots of mathematical activities. These will purposefully engage children and allow for differentiation for those who require additional support to understand the number system and the more able children who require to be challenged. Mathematical standards in our schools will improve tremendously following these instructional activities' - Carole Cannon, Development Officer for Mathematics Recovery 'This book ‘Teaching Number in the Classroom with 4-8 year olds’ is an absolute "must have" for all educators involved in early number. Based on sound theoretical foundations, it offers a wealth of down-to-earth, tried and tested, effective approaches to teaching early number concepts and skills. It is a clearly a book written by teachers for teachers. Every single activity in the book is a nugget. Engaging with these activities will change your whole approach to teaching early number' - Noreen O’Loughlin, Associate Vice-President/Lecturer in Maths Education, Mary Immaculate College, University of Limerick, Ireland. 'The authors prove it is possible to write a teacher friendly/teacher useful mathematics book that connects theory and practice. This book may become the primary teacher's "Math Bible"' - Angela Giglio Andrews, Primary Intervention Specialist and Coordinator, and Assistant Professor of Mathematics Education, National Louis University 'Teaching Number in the Classroom translates years of research into a very understandable and comprehensive approach for teaching children how the number system is structured and how to think like a mathematician. For too many years there has been the perception that children who are struggling with mathematics don't know the basic facts. The reality is that these children lack number knowledge and skills. Teaching Number in the Classroom will guide the educational professional through the steps of understanding the development of "number sense", identifying the current levels of knowledge and providing instruction that helps children use the "framework of mathematics" to solve number problems. Teaching Number in the Classroom is a thinking skills approach to mathematics. Children are taught a variety of strategies for solving mathematical problems. The teacher using this book will be able to help all children develop a strong foundation of mathematical understanding' - Carol Meland, K-3rd Grade Principal for the School District of Milton Wisconsin, USA Teaching Number in the Classroom with 4-8 year olds is an absolute "must-have" for all educators involved in early number. Based on sound theoretical foundations, it offers a wealth of down-to-earth, tried and tested, effective approaches to teaching early number concepts and skills. It is a clearly a book written by teachers for teachers. Every single activity in the book is a nugget. Engaging with these activities will change your whole approach to teaching early number' - Noreen O'Loughlin, Associate Vice-President/Lecturer in Maths Education, Mary Immaculate College, University of Limerick Following the success of their previous bestselling titles, Early Numeracy and Teaching Number, the authors of this brand-new text now bring the principles and practice of their acclaimed Mathematics Recovery Programme to whole-class teaching. Central to the book is the concept of an inquiry-based approach to classroom instruction, and topics covered range from beginning number and early counting strategies to multi-digit addition and subtraction right through to multiplication and division. As world leaders in the field of Mathematics Recovery, this book's authors have drawn on their vast experience to create a user-friendly, practical guide focusing on classroom teaching. With its step-by-step approach, the text can be used as a training manual and course reference by teachers everywhere. Key features which make the book such a valuable tool include: - Real-life examples from classroom work - Teaching activities - Assessment tasks - Guidance on classroom organization and teaching specific topics - Activities for parents to do with children An invaluable resource for experienced mathematics recovery teachers, as well as all primary classroom teachers, from kindergarten level to Year three, this text will also be of use to classroom assistants and learning support personnel. Primary mathematics advisors, numeracy consultants and educational psychologists will also find it helpful.


Pathways to Number

Pathways to Number

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  • Author: Jacqueline Bideaud
  • Publisher: Psychology Press
  • ISBN: 0805808663
  • Category : Number concept in children
  • Languages : en
  • Pages : 400

First Published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.