A Toolbox for Supporting Early Number Learning in Play: Moving beyond "How Many"? [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Wager, Anita A.; Parks, Amy Noelle
Titel	A Toolbox for Supporting Early Number Learning in Play: Moving beyond "How Many"? [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Teachers; Play; Numbers; Teaching Methods; Number Concepts; Mathematics Instruction; Preschool Education; Preservice Teacher Education; Faculty Development; Teacher Competencies; Longitudinal Studies; Rural Schools; Video Technology; Interviews; Kindergarten; Grade 1 + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Spiel; Zahlenraum; Teaching method; Lehrmethode; Unterrichtsmethode; Number concept; Zahlbegriff; Mathematics lessons; Mathematikunterricht; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Interviewing; Interviewtechnik; School year 01; 1. Schuljahr; Schuljahr 01
Abstract	This paper explores the ways preschool teachers orchestrate instructional environments to promote mathematical play related to early number and, how they intervene during play to promote children's engagement with early number. We highlight these practices to identify resources for the growing numbers of early childhood teachers. This is important as many prospective and practicing teachers do not have access to the knowledge of teaching that supports young children's math learning because of the constraints of mathematics methods courses and the dearth of research on early childhood mathematics in mathematic education journals -- particularly in-depth attention to early number and teaching mathematics in play. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01