Children learn mathematics most effectively in contexts that are
meaningful to them. In order to realize the potential of those
contexts for fostering young children's mathematical learning,
knowledge or mathematics as well as child development is the way to
nurture and challenge children's thinking. Avoiding the debates
surrounding "hands-on" learning vs. direct instruction, the author
focuses on the value of different contexts for learning and
illustrates ways to genuinely engage children as active learners.
The work is rich with examples of children's interactions with each
other and with adults as they utilize and extend their
understanding of mathematics. Examples and guidelines for
developing lessons and activities will be useful to educators and
parents. Chapters explore such topics as: how we underestimate
young children's mathematical capabilities; how appropriate
sequencing of learning and building on prior knowledge will enhance
understanding; what teachers, including parent-teachers, need to
know; and high-stakes testing. This is a work that brings together
the connections between knowing the basics and constructing
knowledge in accessible and practical ways.
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