Based on the idea that children learn mathematics most effectively in contexts that are meaningful to them, the author explores a variety of ways to involve youngsters in using and developing their numerical and logical knowledge.
Writing for practicing teachers and students of education, Schwartz (emerita, elementary and early childhood education, City U. of New York) offers her thoughts on math education in preprimary and primary settings. Coverage of game design for the development of computation, shape and space geometry, and measurement skills is followed by discussion of the connections between how children learn and foundational content. The author then turns to issues of instructional decisions in conducting assessments and in the nature of teacher-children communication; time-management tools and the integration of mathematics with science and social studies; the meaningful use of mathematics in classroom routines; connections between the different levels of analysis in the preceding material. Annotation ©2005 Book News, Inc., Portland, OR (booknews.com)
Children learn mathematics most effectively in contexts that are meaningful to them. Realizing the potential of these contexts for fostering young children's mathematical learning while nurturing and challenging them, requires knowledge of mathematics as well as of child development. 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 for both educators and parents.
Lisainfo e-raamatute kohta