Nurturing Mathematical Thinkers from Birth: The Why, What, and How

Autor/inn/en	Chen, Jie-Qi; Hynes-Berry, Mary; Abel, Barbara; Sims, Colleen; Ginet, Lisa
Titel	Nurturing Mathematical Thinkers from Birth: The Why, What, and How
Quelle	In: ZERO TO THREE, 37 (2017) 5, S.23-26 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-8038
Schlagwörter	Mathematics Skills; Infants; Toddlers; Young Children; Thinking Skills; Mathematical Logic; Mathematical Concepts; Parent Role; Caregiver Role; Learning Activities; Cognitive Development; School Readiness + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Infant; Toddler; Toddlers; Kleinkind; Infants; Frühe Kindheit; Denkfähigkeit; Mathematical logics; Mathematische Logik; Parental role; Elternrolle; Lernaktivität; Kognitive Entwicklung; Readiness for school; School ability; Schulreife
Abstract	In this article, the authors examine the mathematical thinking and experiences that are unique to infants, toddlers, and 2-year-olds. They identify the four precursor mathematical concepts of attribute, comparison, pattern, and change and explore them in terms of why it is so important to attend to them, what makes them inherently mathematical and developmental, and finally how the CAIR (Closely Attend and Intentionally Respond) principle can guide caregivers to promote young children's precursor mathematical understanding. The article reveals that mathematics education for infants and young children, when addressed thoughtfully and focused on understanding, is not an academic "pushing down," but rather a developmentally appropriate "building up" that prepares for later learning and contributes to their well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01