Teaching and Learning Early Numbers

Teaching and Learning Early Numbers

by Ian Thompson
     
 

ISBN-10: 0335198511

ISBN-13: 9780335198511

Pub. Date: 06/28/1997

Publisher: Open University Press

* Is it time to question the traditional approach to the teaching of early number?

* What does research tell us about how young children acquire number concepts?

* What can teachers do to facilitate the development of number understanding?

This book presents an accessible guide to current research into the teaching and learning of early number…  See more details below

Overview

* Is it time to question the traditional approach to the teaching of early number?

* What does research tell us about how young children acquire number concepts?

* What can teachers do to facilitate the development of number understanding?

This book presents an accessible guide to current research into the teaching and learning of early number concepts. The beliefs and number understanding of nursery and reception children are examined, and the book provides a detailed account of the role of counting in the acquisition of number understanding and in the development of derived fact strategies for addition, subtraction and multiplication. The 'emergent mathematics' movement is analysed and the place of written number work is covered. The book argues for the bridging of the gap between mental and written algorithms, and suggests ways in which this may be achieved. Practical activities are described to help teachers develop various aspects of number understanding.

Ian Thompson taught in schools for nineteen years before taking up a post in Higher Education. He currently lectures in Mathematics Education at the University of Newcastle upon Tyne. Observations of his own young children struggling to make sense of number concepts provided the stimulus for his research into children's idiosyncratic mental calculation strategies. This research later developed into a consideration of personal written algorithms. He feels that it is important that research findings are translated into a form accessible to busy teachers, and to this end publishes frequently in Child Education and the TES. He is a member of the Advisory Group for the National Numeracy Project.

Read More

Product Details

ISBN-13:
9780335198511
Publisher:
Open University Press
Publication date:
06/28/1997
Pages:
160
Product dimensions:
6.10(w) x 9.00(h) x 0.51(d)

Table of Contents

Notes on contributors
Editor's preface
Prologue: The early years number curriculum today1
1Children's beliefs about counting9
2Children's early learning of number in school and out20
3The importance of counting33
4Uses of counting in multiplication and division41
5The role of counting in derived fact strategies52
6Compressing the counting process: developing a flexible interpretation of symbols63
7'When should they start doing sums?' A critical consideration of the 'emergent mathematics' approach75
8Writing and number89
9Mental and written algorithms: can the gap be bridged?97
10Approaching number through language113
11Developing young children's counting skills123
12The role of calculators133
13Teaching for strategies142
Epilogue: The early years number curriculum tomorrow155
Index161

Read More

Customer Reviews

Average Review:

Write a Review

and post it to your social network

     

Most Helpful Customer Reviews

See all customer reviews >