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Comparing public, private, and informal preschool programs in a national sample of low-income children. (English)
Early Child. Res. Q. 36, 91-105 (2016).
Classification: C31 D31 B21 C61
1
The impact of a patterns and early algebra program on children in transition to school in Australian indigenous communities. (English)
Perry, Bob (ed.) et al., Mathematics and transition to school. International perspectives. Singapore: Springer (ISBN 978-981-287-214-2/hbk; 978-981-287-215-9/ebook). Early Mathematics Learning and Development, 217-236 (2015).
Classification: D31 F21 F31 C61 B21
2
The relationship between policy and practice in the early mathematics curriculum for reception-class children in England. (English)
Perry, Bob (ed.) et al., Mathematics and transition to school. International perspectives. Singapore: Springer (ISBN 978-981-287-214-2/hbk; 978-981-287-215-9/ebook). Early Mathematics Learning and Development, 137-151 (2015).
Classification: D31 B71 B21
3
What a difference a day makes: estimating daily learning gains during kindergarten and first grade using a natural experiment. (English)
Econ. Educ. Rev. 30, No. 2, 269-279 (2011).
Classification: B21 B22 C31 C32
4
Math from three to seven. The story of a mathematical circle for preschoolers. Transl. from the Russian by Alla Yarkho, translation revised by Paul Zeitz. (English)
MSRI Mathematical Circles Library 5. Providence, RI: American Mathematical Society (AMS); Berkeley, CA: Mathematical Sciences Research Institute (MSRI) (ISBN 978-0-8218-6873-7/pbk). xiii, 300~p. (2011).
Classification: B61 B21 C31 D41 U41
5
Mathematical literacy in nursery schools. Foundation and evaluation of a competence-oriented concept of remedial teaching. (Elementare mathematische Bildung im Alltag der Kindertagesstätte. Grundlegung und Evaluation eines kompetenzorientierten Förderansatzes.) (German)
Empirische Studien zur Didaktik der Mathematik 3. Münster: Waxmann; München: Univ. München, Fakultät für Mathematik, Informatik und Statistik (Diss.) (ISBN 978-3-8309-2369-5/pbk). 305~p. (2010).
Classification: D41 D31 B11 B21
6
Mathematics learning in early childhood. Paths toward excellence and equity. (English)
Washington, DC: The National Academic Press (ISBN 978-0-309-12806-3/hbk). xii, 386~p. (2009).
Classification: C31 D31 B21 Reviewer: Miroslav Posta (Praha)
7
Mathematical literacy in nursery schools. (Mathematische Bildung im Kindergarten.) (German)
Z. Heilpädagog., No. 9, 341-349 (2008).
Classification: D31 D11 B21
8
Does full-day kindergarten matter? Evidence from the first two years of schooling. (English)
Econ. Educ. Rev. 26, No. 1, 67-82 (2007).
Classification: B21 C31 C41 C32
9
Does prekindergarten improve school preparation and performance? (English)
Econ. Educ. Rev. 26, No. 1, 33-51 (2007).
Classification: B21 C31 C32 C41 C42
10
The numerical competence of pre-school-age children. Theoretical models and empirical findings. (Die numerische Kompetenz von Vorschulkindern. Theoretische Modelle und empirische Befunde.) (German)
Verl. Dr. Kovač, Hamburg (ISBN 3-8300-1418-X). 345 p. (2004).
Classification: C41 D61 B21
11
A prospective developmental perspective on early mathematics instruction. (English)
Clements, Douglas H. et al., Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Erlbaum (ISBN 978-0-8058-4210-4/hbk; 978-0-8058-4534-1/pbk). Studies in Mathematical Thinking and Learning Series, 253-266 (2004).
Classification: D31 C31 B21
12
Mathematics curriculum in the early childhood context. (English)
Clements, Douglas H. et al., Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Erlbaum (ISBN 978-0-8058-4210-4/hbk; 978-0-8058-4534-1/pbk). Studies in Mathematical Thinking and Learning Series, 83-87 (2004).
Classification: D31 B21
13
Standards for preschool and Kindergarten mathematics education. (English)
Clements, Douglas H. et al., Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Erlbaum (ISBN 978-0-8058-4210-4/hbk; 978-0-8058-4534-1/pbk). Studies in Mathematical Thinking and Learning Series, 77-82 (2004).
Classification: D31 B21 B71
14
The developmental bases for early childhood number and operations standards. (English)
Clements, Douglas H. et al., Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Erlbaum (ISBN 978-0-8058-4210-4/hbk; 978-0-8058-4534-1/pbk). Studies in Mathematical Thinking and Learning Series, 173-219 (2004).
Classification: C10 D10 B21
15
Power and authority at school. Conflicts in school relationships from the teachers’ view. (El poder y la autoridad en la escuela. La conflictividad de las relaciones escolares desde la perspectiva de los docentes de infancia.) (Spanish)
Rev. Mex. Investig. Educ. 8, No. 19, 679-704 (2003).
Classification: B21
16
Support from the beginning - Contributions to elementary and primary education. (Förderung von Anfang an - Beiträge zum Elementar- und Primarbereich.) (German)
,. 67 p. (2003).
Classification: B22 B21 D62
17
Revealing what urban early childhood teachers think about mathematics and how they teach it. Implications for practice. (English)
Philos. Math. Educ. J., No. 13, 206 p. (2000).
Classification: B21
18
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