Transforming Children's Mathematics Education: International Perspectives

by Steffe; Leslie P.

• ISBN13: 9780805806045
• ISBN10: 0805806040
• Edition: 1st
• Format: Hardcover
• Copyright: 1990-05-01
• Publisher: Routledge

Summary

Eminent scholars from around the globe gathered to discuss how educational systems would change if the prevailing principles of constructivism were applied to three major aspects of those systems -- knowledge and learning, communication, and environment. This volume provides documentation of the proceedings of this important meeting - - the Early Childhood Action Group of the Sixth International Congress on Mathematics Education. This international assembly, representing such diverse disciplines as mathematics and math education, epistemology, philosophy, cognitive science, psycholinguistics, and science education, is the first to examine early childhood mathematics education from constructivist and international perspectives in addition to formulating recommendations for future work in the field.

Table of Contents

Preface	p. xi
Overview	p. 1
Action Group Al: Early Childhood Years	p. 3
Epistemological Chapters	p. 17
Learning: the Interactive Recreation of Knowledge	p. 19
Environment and Communication	p. 30
Knowledge and Learning: Elaboration Chapters	p. 39
Knowledge and Learning in Mathematics	p. 41
Constructing Knowledge from Interactions	p. 47
Constructivism, Phenomenology, and the Origin of Arithmetic Skills	p. 62
Discussion Chapters: Learning	p. 76
Children Learning Mathematics	p. 78
Playing Games and Learning Mathematics	p. 84
Young Children's Concept of Measure	p. 92
Some Aspects of Learning Geometry	p. 100
Discussion Chapters: Knowledge	p. 106
Mathematical Knowledge of Young Learners	p. 107
Possibility, Necessity, Contradiction, and Probability: Implications for Mathematics Education	p. 112
Kindergartners' Knowledge of the Preconcepts of Number	p. 125
Knowledge of the Numeration System Among Pre-Schoolers	p. 135
an Analysis of First-Grade Children's Writing Number Sentences in Solving Word Problems	p. 142
Young Children's Thinking Strategies and Levels of Capacity to Proc ess Mathematical Information	p. 156
Analysis of Young Children's Spatial Constructions	p. 161
Children's Competence in Forming Combinations	p. 174
How Natural is Fraction Knowledge?	p. 181
Communication: Elaboration Chapters	p. 189
Communication in Early Childhood	p. 191
Multiple Perspectives	p. 200
Conceptual Splatter in Peer Dialogues in Selected Japanese and U.S. First-Grade Mathematics Classes	p. 216
Discussion Chapters: Actual Communication	p. 227
Communication in the Mathematics Classroom	p. 228
Interactive Communication: Constraints and Possibilities	p. 235
the Development of Collaborative Dialogue Within Small Group Interactions	p. 244
Connecting Inventions with Conventions	p. 253
Actual Communication in the Mathematical Classroom	p. 266
Fostering Mathematical Communication: Helping Teachers Help Students	p. 272
Discussion Chapters: Possible Communication	p. 282
Reconstructing Constructivism	p. 283
the Nature of Communication in Early Childhood in the Contexts of H ome and School	p. 294
Learning Situations and Experiential Domains Relevant to Early Childhood Mathematics Education	p. 304
Environment: Elaboration Chapters	p. 313
Early Childhood Mathematics and the Environment	p. 315
Children's Mathematics/ Mathematics for Children	p. 323
What Could Teacher Education Be like for Prospective Teachers of Ear ly Childhood Mathematics-- with Particular Reference to the Environment	p. 334
Discussion Chapters: Mathematics Curriculum	p. 345
Curriculum and Constructivism in Early Childhood Mathematics: Sources of Tension and Possible Resolutions	p. 346
Mathematical Learning Beyond the Activity	p. 357
Notes on Early Mathematical Experiences	p. 377
the Role of the Teacher in Early Childhood Mathematics	p. 383
Mathematics Curriculum Design: a Constructivist's Perspective	p. 389
Discussion Chapters: Teacher Education	p. 399
Constructivism and Teacher Education for Teachers of Early Childhood Mathematics	p. 400
Preparing Early Childhood Teachers for Constructive Mathematical En vironments	p. 407
Improving Prospective Early Childhood Teachers' Content Knowledge and Attitudes Toward Mathematics	p. 415
Some Problems with Problem Solving: a Brazilian Teacher-Perspective	p. 424
Teaching of Mathematics Using Comparison and Examination of Children's Mathematical Thinking	p. 430
Action Research for Professional Development: Informing Teachers and Researchers	p. 436
Conclusion: Survey Chapter	p. 449
Cultural Perspectives on Success in Early Childhood Mathematics	p. 451
References	p. 465
Author Index	p. 485
Subject Index	p. 491
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