Contemporary Research and Perspectives on Early Childhood Mathematics Education

Chapter

Chapter Title

Chapter author(s)

Introduction

1. Research in early childhood mathematics education today

Editors

Pattern and Structure

2. Promoting early mathematical structural development through an integrated assessment and pedagogical program

Joanne Mulligan

 3. Repeating patterning competencies in 3- and 4-year old Kindergartners

Miriam M. Lüken

 4. he influence of fostering children's pattern and structure abilities on their arithmetic skills in Grade 1

Ralph Kampmann, Miriam M. Lüken

Number sense

5. Ecuadorian Kindergartners´ SFON development: Contribution of Early Numerical Abilities and Quality of Mathematics Education

Gina Bojorque, Joke Torbeyns, Minna Hannula-Sormunen, Daniël Van Nijlen, Lieven Verschaffel

 6. Kindergartners' Spontaneous focus on number during picture book reading

Sanne Rathé, Joke Torbeyns, Bert De Smedt, Minna M. Hannula-Sormunen, Lieven Verschaffel

 7. Measurement makes numbers sensible

 Jill Cheeseman, Christiane Benz,  Yianna Pullen

Embodied action and context

8. Figuring Space: Circling three children's geometric reasonings... and sense

Jennifer Thom

 9. Observing the use of gestures in young children's geometry thinking

Iliada Elia

 10. Math-In-Context: A study of the types of math preschoolers 'do' at home

Ann Anderson, Jim Anderson

 Technology

11. Time, immersion and articulation: Digital technology for early childhood mathematics

Nathalie Sinclair

 12. What schemes do preschoolers develop when using multi-touch applications to foster number sense (and why)?

Anna Baccaglini-Frank

 13. Interactive mathematics storybooks and their friends

Herbert P. Ginsburg, Colleen Uscianowski, Victoria Almeda

14. Early childhood teachers' knowledge and self-efficacy for evaluating solutions to repeating patterns tasks

Pessia Tsamir, Dina Tirosh, Esther S. Levenson, Ruthi Barkai

 15. Influences on early childhood educators' mathematics-related competencies, curricula and professional learning

Conclusions