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020 _a9783030128951
024 7 _a10.1007/978-3-030-12895-1
_2doi
040 _aES-MaUEC
_bspa
_cES-MaUEC
_dES-MaUEC
050 4 _aQA135.6
_b2019 EB
245 1 0 _aMathematical Learning and Cognition in Early Childhood :
_bIntegrating Interdisciplinary Research into Practice /
_cedited by Katherine M. Robinson, Helena P. Osana, Donna Kotsopoulos.
250 _aFirst edition 2019
264 1 _aCham
_bSpringer International Publishing :
_bImprint: Springer
_c2019
300 _a recurso en línea (XI, 274 páginas)
_b36 ilustraciones, 8 ilustraciones a color
336 _2rdacontent
_aTexto
_btxt
337 _2rdamedia
_aelectrónico
_bc
338 _2rdacarrier
_arecurso electrónico
_bcr
347 _atext file
_bPDF
505 0 _aSection I: Infancy and Preschool -- Chapter 1. Early Mathematical Minds: Interdisciplinary Perspectives on Early Mathematical Learning and Cognition -- Chapter 2. The "Girl Crisis": The Relationship between Early Gender Differences and Future Mathematical Learning and Participation -- Chapter 3. Spatial Learning and Play with Technology: How Parental Spatial Talk Differs Across Contexts -- Chapter 4. Supporting Mathematics Play in Home Environments: A Feasibility Examination of a Take-Home Bag Intervention -- Section II: The Beginnings of Formal Schooling -- Chapter 5. Early Identification of, and Interventions for, Kindergarten Students at Risk for Mathematics Difficulties -- Chapter 6. Mathematical or Computational Thinking: An Early Years Perspective -- Chapter 7. Supporting Meaningful Use of Manipulative in Kindergarten: The Role of Dual Representation in Early Mathematics -- Chapter 8. Kindergarteners and First-Graders' Development of Numbers Representing Length and Area: Stories on Measurement -- Chapter 9. Young Children's Patterning Competencies and Mathematical Development: A Review -- Section III: The Elementary School Years -- Chapter 10. Arithmetic Concepts in the Early School Years -- Chapter 11. An Integrated Approach to Mathematics and Language Theory and Pedagogy -- Chapter 12. Schema Based Instruction: Supporting Children with Learning Difficulties and Intellectual Disabilities -- Chapter 13. Tablets as Elementary Mathematics Education Tools: Are They Effective and Why -- Chapter 14. Early Understanding of Fractions via Early Understanding of Proportion and Division. .
520 3 _aThis book explores mathematical learning and cognition in early childhood from interdisciplinary perspectives, including developmental psychology, neuroscience, cognitive psychology, and education. It examines how infants and young children develop numerical and mathematical skills, why some children struggle to acquire basic abilities, and how parents, caregivers, and early childhood educators can promote early mathematical development. The first section of the book focuses on infancy and toddlerhood with a particular emphasis on the home environment and how parents can foster early mathematical skills to prepare their children for formal schooling. The second section examines topics in preschool and kindergarten, such as the development of counting procedures and principles, the use of mathematics manipulatives in instruction, and the impacts of early intervention. The final part of the book focuses on particular instructional approaches in the elementary school years, such as different additive concepts, schema-based instruction, and methods of division. Chapters analyze the ways children learn to think about, work with, and master the language of mathematical concepts, as well as provide effective approaches to screening and intervention. Included among the topics: The relationship between early gender differences and future mathematical learning and participation. The connection between mathematical and computational thinking. Patterning abilities in young children. Supporting children with learning difficulties and intellectual disabilities. The effectiveness of tablets as elementary mathematics education tools. Mathematical Learning and Cognition in Early Childhood is an essential resource for researchers, graduate students, and professionals in infancy and early childhood development, child and school psychology, neuroscience, mathematics education, educational psychology, and social work.
988 _aSpringer_Psychology_2019
650 7 _aMatemáticas
_xEstudio y enseñanza
_2embne
_9182517
650 7 _aProcesos cognitivos en niños
_2embne
_9435707
700 1 _aRobinson, Katherine M
_eeditor
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aOsana, Helena P
_eeditor
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aKotsopoulos, Donna
_eeditor
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783030128944
776 0 8 _iPrinted edition:
_z9783030128968
776 0 8 _iPrinted edition:
_z9783030128975
856 4 0 _uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-030-12895-1
_zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942 _2lcc
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998 _b06/2020
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_eo
_zSI