Download Children's Mathematical Thinking in the Primary Years by Julia Anghileri PDF

By Julia Anghileri

This well known Continuum sequence, meant mainly for lecturers and trainee lecturers, locations powerful emphasis on perform yet even as comprises the most recent examine within the box. The e-book demonstrates a powerful trust within the skill of youngsters to benefit, and within the skill of academics to extend kid's studying potential.

The sequence authors are exotic practitioners of their fields who write with authority, yet with no jargon.

With the more and more well known constructivist framework for studying, academics are coming to acknowledge the restrictions of taught methods and to discover how you can motivate teenagers to generate their very own wisdom and realizing in arithmetic. The problem for lecturers is to advertise an atmosphere that encourages mathematical pondering during which students of all talents may be able to in achieving their complete power. this article brings jointly studies of lecturers and researchers who learn the methods kids paintings mathematically, in an effort to supply an more advantageous studying atmosphere in the lecture room. It additionally addresses key matters in present maths teaching.

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Extra resources for Children's Mathematical Thinking in the Primary Years

Sample text

Young children's inability to sort out the relevant from the irrelevant is a very significant feature of their early difficulties with school 20 Emergent Mathematics mathematics. Relevant features of situations or tasks are learnt by the processes of inductive reasoning. These processes depend upon the new task being presented within a variety of meaningful contexts (just as a new word or aspect of grammar might be 'presented' to a young child in their everyday experience of language). Often within school mathematics, quite the opposite has been the case with new tasks being presented in one particular way only, and divorced from any meaningful context.

The numbers from one to nine. For a child who could not count in sequence, however, both sets of numbers may be equally difficult to remember. Elaboration refers to the process whereby as we become more exper enced in an area, we make more connections between different parts of our knowledge. This has the consequence that we have much more chance to make connections with new information, to classify and categorize it, to make sense of it and understand its significance, and thus, once again, to select out the relevant features.

Some important pointers towards making formal mathematics more accessible to young children can therefore be gained by examining the differences between these two contexts, and young children's responses to them. Many primary school teachers over the last 20 or 30 years have been influenced in their approach to young children's mathematics by 12 Emergent Mathematics Piaget (1952) whose work appeared to suggest that before young children arrived at school they had very little understanding of number.

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