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Discerning and supporting the development of mathematical fundamentals in early years. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 65-80 (2017).
Summary: A large body of research shows that young children have abilities to discern small amounts and changes in quantities, and reason about mathematical relationships they encounter in everyday situations. How these early abilities are allowed to develop is contingent on the child’s network of social interaction and how mathematical notions and principles are introduced and made sense of in mutual activities. Key insights from educational theories contribute with a basis for how to provide ample opportunities and support for the child to discern important principles (relationships and distinctions) of a mathematical nature, particularly how to communicate with children in a developmental way. In this chapter, we analyse a number of everyday activities with a child in his home environment during his first 6~years of life. These observations allow us to illustrate how mundane activities can provide the basis for gaining access to, and supporting the further development of a child’s mathematical abilities in interaction with adults and peer.
Classification: D41 C31
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