Children's Mathematical Thinking. A Developmental Framework for Preschool, Primary, and Special Education Teachers.

Autor/in	Baroody, Arthur J.
Institution	Columbia Univ., New York, NY. Teachers College.
Titel	Children's Mathematical Thinking. A Developmental Framework for Preschool, Primary, and Special Education Teachers.
Quelle	(1987), (310 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8077-2837-3
Schlagwörter	Leitfaden; Unterricht; Lehrer; Cognitive Processes; Cognitive Psychology; Developmental Psychology; Early Childhood Education; Elementary Education; Elementary School Mathematics; Learning Strategies; Learning Theories; Mathematical Concepts; Mathematics Education; Mathematics Instruction; Mathematics Skills; Mathematics Teachers; Misconceptions; Preservice Teacher Education; Problem Solving + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess; Kognitive Psychologie; Entwicklungspsychologie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Elementare Mathematik; Schulmathematik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics; Mathematik; Lehrer; Missverständnis; Lehramtsstudiengang; Lehrerausbildung; Problemlösen
Abstract	Based on the premise that psychology can be an invaluable tool to mathematics educators, this book highlights how informal mathematics develops, how children construct their view of school arithmetic, and how mathematical thinking operates. The ideas offered are intended to assist teachers in making informed decisions concerning mathematics instruction. Part 1 outlines general implications that stem from cognitive theory and provides a general framework for analyzing mathematics learning, teaching practices, and learning difficulties. Parts 2 and 3 examine aspects of informal and formal mathematics and review models of how particular skills and concepts develop. These models provide a reference point for understanding mathematical learning and how learning problems develop, devising instruction, and remedying learning difficulties. Specific learning and teaching activities are detailed throughout the book and address the areas of calculational procedures, understanding of mathematical principles, mastery of number facts, and methods of problem solving. This book is recommended for use in courses in early childhood education, elementary mathematics methods, special education, and educational psychology. (ML)
Anmerkungen	Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (ISBN-0-8077-2838-1, $27.95 cloth; ISBN-0-8077-2837-3, $16.96 paperback).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC