Early Mathematics Learning

Table of Contents

0-1 Introduction

Christiane Benz, Birgit Brandt, Ulrich Kortenkamp, Götz Krummheuer,  Silke Ladel and Rose Vogel       

0-2 A dance of instruction with construction in mathematics education

Norma Presmeg

1-1 It is quite confusing isn’t it? – Implications of a National policy on mathematics teaching on the dance of instruction and construction of knowledge in the teaching of place value through manipulatives

Judy Sayers and Patti Barber

1-2 Mathematical teaching moments: between instruction and construction

Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg

1-3 “I have a little job for you” – Instructional practices in interaction processes between kindergarten teachers and young children in Germany

Birgit Brandt

1-4 The Relationship between cultural Expectation and the local Realization of a Mathematics learning Environment

Götz Krummheuer

1-5 The Reflection of Spatial Thinking on the Interactional Niche in the Family – Interactional Niche in the Development of Mathematical Thinking (NMT) in Familial Situations   

Ergi Acar Bayraktar

2-1 The Roots of Mathematising in Young Children’s Play Bert van Oers

2-2 Non-canonical Solutions in Children-Adult Interactions—A Case Study of the Emergence of Mathematical Creativity

Melanie Münz

2-3 The Interplay between Gesture and Speech - Second Graders solve Mathematical Problems 

Melanie Huth

2-4 Children’s Constructions in the Domain of Geometric Competencies (in two different instructional settings)

Andrea Simone Maier, Christiane Benz

2-5 Identifying quantities – Children’s constructions to compose collections from parts or decompose collections into parts

Christiane Benz

3-1 Children’s engagement with mathematics in kindergarten mediated by the use of digital tools

M. Carlsen, I. Erfjord, & P. S. Hundeland

3-2 Mathematical Situations of Play and Exploration as an Empirical Research Instrument           

Rose Vogel

3-3 Number concepts — processes of internalization and externalization by the use of multi-touch technology

Silke Ladel and Ulrich Kortenkamp

4-1 Intentional Teaching: Integrating the Processes of Instruction and Construction to Promote Quality Early Mathematics Education

Jie-Qi Chen and Jennifer McCray

4-2 Professionalization of Early Childhood Educators with a Focus on Natural Learning Situations and Individual Development of Mathematical Competencies: Results from an Evaluation Study   19

Hedwig Gasteiger

4-3 Employing the CAMTE framework: Focusing on preschool teachers’ knowledge and self-efficacy related to students’ conceptions

Pessia Tsamir, Dina Tirosh, Esther Levenson, Michal Tabach, Ruthi Barkai

4-4 Early enhancement of kindergarten children potentially at risk in learning school mathematics – Design and quantitative findings of an intervention study

Andrea Peter-Koop, Meike Grüßing