Mathematics For Children: Challenging children to think mathematically (4e) : 9781442545731

Mathematics For Children: Challenging children to think mathematically (4e)

In stock
 
Edition
 
4th
ISBN
 
9781442545731
ISBN 10
 
1442545739
Published
 
04/09/2012
Published by
 
Pearson Australia
Pages
 
Format
 
A Course ID may be required to activate this product. A Course ID is not the same as your unit/course code and should be provided by your course lecturer.
 
Title type
Book
$118.95
 
 
 
Description

Developed for pre-service primary teachers and practicing teachers, this book is also a valuable reference for early childhood educators, researchers, numeracy consultants & learning support staff.

As in previous editions of Mathematics for Children, this edition aims to support teachers at all levels of mathematics education—from early childhood to tertiary education—to develop their knowledge and understanding of mathematics by encouraging them to reflect on children’s learning and their own teaching of mathematics.

Mathematics for Children 4e continues the successful constructivist approach to learning of previous editions. It focuses on children developing their own mathematical ideas through growth and understanding of mathematical concepts, while challenging children to think mathematically.

Each chapter has been updated to incorporate the most recent significant research, changes to curricula and to teaching practices—in this sense, Mathematics for Children is a valuable and rich source of information for both practitioners and researchers. 

Table of contents

Part 1: Children learning mathematics
1: Teaching mathematics for understanding: insights from research and practice
2: Challenging children to think mathematically: concepts and processes

Part 2:  The growth of mathematical concepts and processes
3: Exploring algebraic thinking
4: Developing statistical reasoning through data exploration
5: Exploring chance and probability
6: Finding connections in space and geometry: shape, location and transformation, and geometric reasoning
7: Using measurement to make links
8: Constructing early number concepts and relationships
9: Promoting number sense: beyond computation
10: Integrating fractions, decimals, ratio and proportional reasoning

Part 3: Facilitating mathematics learning
11: Linking assessment and pedagogy
12: Managing the learning environment

Features & benefits
  • Each chapter aims to introduce key mathematics concepts and processes by blending aspects of theory, research and practice.
  • Real-life scenarios and work samples exemplify certain aspects of children’s learning of mathematics and highlight the classroom application of the theory.
  • Chapter overviews introduce students to the main focus of each chapter, and raises questions for students to consider.
  • Growth of mathematical understanding section maps the growth of key mathematical concepts.
  • Reflective questions, activities and ideas are a major part of the text to encourage educators to reflect and practice new skills.
  • Action & Reflection sections have more critical tasks to encourage student analysis
  • Snapshots illustrate ways of acquiring particular mathematical concepts, processes and strategies. Accompanying the Snapshots is a range of questions and lesson ideas.
Author biography

Associate Professor Janette Bobis teaches mathematics education and curriculum studies in the Faculty of Education and Social work at the University of Sydney. She is Associate Dean for Research in the Faculty of Education and Social Work. Her research focuses on the professional development of primary school teachers of mathematics and the motivation and engagement of primary and middle years students in mathematics.

Associate Professor Joanne Mulligan teaches mathematics education in the Department of Education, Faculty of Human Sciences at Macquarie University, Sydney. She supervises post graduate research and manages a range of research projects specialising in early mathematics and teacher professional learning, including Australian Research Council funded studies on the development of mathematical pattern and structure.

Professor Tom Lowrie is the Director of the Research Institute for Professional Practice, Learning and Education [RIPPLE] at Charles Sturt University. Tom has taught in a number of primary school and university settings (including Canada and the United States) over the past twenty years. A large body of his research has investigated the extent to which young children use spatial reasoning and visual imagery to solve mathematics problems.