Engaging families as children's first mathematics educators : international perspectives
著者
書誌事項
Engaging families as children's first mathematics educators : international perspectives
(Early mathematics learning and development / series editor, Lyn D. English)
Springer, c2017
大学図書館所蔵 全2件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (end of each chapter)
内容説明・目次
内容説明
This book explores how professionals can engage and inspire parents to support their young children's mathematics learning. Bringing together international experts, researchers and scholars, it proposes a framework for engaging with and supporting parents, including those who are less aware of the crucial development of children's mathematical skills in the early years. Focusing on mathematics learning from birth to 5 years, the book's underlying assumption is that it is possible to offer guidance to professionals working with families with young children concerning how to engage and support families in the area of mathematics learning, including those families who seem alienated from education services. Specifically, the respective chapters present a framework for understanding children's early mathematical development and the important role of families in this regard. They describe effective strategies for engaging families in their children's mathematics learning, including those who are marginalised and experience multiple disadvantages, so that all families can best support their children's mathematical learning and their development of positive attitudes towards learning. In closing, hurdles and opportunities within the systems surrounding family engagement are addressed.
目次
Introduction.- Chapter 1 Engaging families as the first mathematics educators of children.- Key foci and pedagogical actions that support young children's mathematics learning.- Chapter 2 Describing the mathematical intentions of early learning childhood experiences.- Chapter 3 Mathematics with infants and toddlers.- Chapter 4 Enumeration: Counting difficulties are not always related to numbers.- Chapter 5 Discerning and supporting the development of mathematical fundamentals in early years.- Chapter 6 Number stories.- Home interactions and learning experiences that support early mathematical learning.- Chapter 7 Meta-Analysis of the relationship between Home and Family experiences and Young children's early numeracy learning.- Chapter 8 Parental perceptions of access to capitals and early mathematical learning: Some early insights from Numeracy@Home project.- Chapter 9 Involving parents in games and picture books.- Chapter 10 Do Hong Kong parents engage in learning activities conducive to preschool children's mathematics development?.- Family and educator partnerships that support early mathematical learning.- Chapter 11 Working with parents to promote preschool children's numeracy: Teachers' attitudes and beliefs.- Chapter 12 Bringing families and preschool educators together to support young children's learning through noticing, exploring and talking about Mathematics.- Chapter 13 Supporting early mathematics learning: Building mathematical capital through participating in early years swimming.- Chapter 14 Fostering children's everyday mathematical knowledge through caregiver participation in Support Playgroups in Schools.- Conclusion.- Chapter 15 Insights for engaging families as the first mathematics educators of children.
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