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© 2020

Mathematics Education in the Early Years

Results from the POEM4 Conference, 2018

  • Martin Carlsen
  • Ingvald Erfjord
  • Per Sigurd Hundeland
Book

Table of contents

  1. Front Matter
    Pages i-xix
  2. Maria G. Bartolini Bussi
    Pages 1-21
  3. Lieven Verschaffel, Sanne Rathé, Nore Wijns, Tine Degrande, Wim van Dooren, Bert De Smedt et al.
    Pages 23-42
  4. Children’s Mathematical Reasoning

    1. Front Matter
      Pages 61-61
    2. Pessia Tsamir, Dina Tirosh, Ruthi Barkai, Esther Levenson
      Pages 63-78
    3. Camilla Björklund, Maria Reis
      Pages 93-107
    4. Morten Bjørnebye, Thorsteinn Sigurjonsson
      Pages 109-126
    5. Magni Hope Lossius, Torbjørn Lundhaug
      Pages 127-141
    6. Maria Mellone, Anna Baccaglini-Frank, Francesca Martignone
      Pages 161-176
    7. Benedetto Di Paola, Antonella Montone, Giuditta Ricciardiello
      Pages 199-212
    8. Hanna Palmér, Camilla Björklund
      Pages 249-262
    9. Milena Soldá Policastro, Alessandra Rodrigues de Almeida, Miguel Ribeiro, Arne Jakobsen
      Pages 263-279

About this book

Introduction

This book gives insights in the vivid research area of early mathematics learning. The collection of selected chapters mirrors the research topics presented at the fourth POEM conference in May 2018. Thematically, the volume reflects the importance of this evolving area of research, which has begun to attract attention in the spheres of education and public policy due to increased interest in early years learning. The research foci of the chapters comprise children’s mathematical reasoning, early years mathematics teaching, and the role of parents for children’s mathematical development. The 2018 conference included a wider range of researchers than previous years.

Keywords

Early childhood education Mathematics education research Theoretical perspectives on early years mathematics Methodological perspectives on early years mathematics Children's learning of mathematics semiotic and cultural mediation in early years mathematics play and subjectivities in kindergarten young children's early mathematical competencies “pedagogical” mathematics during play at home fingers in preschoolers’ numerical reasoning conceptual metaphor theory turn-taking in small group interactions in kindergarten situational perception in mathematics the use of adjectives in measurement mathematical problem solving visualized in outdoor activities children’s conception of geometric shapes framing mathematics teaching with narratives cultural semiotic perspective teaching mathematics in kindergarten and school mathematical activity in early childhood

Editors and affiliations

  • Martin Carlsen
    • 1
  • Ingvald Erfjord
    • 2
  • Per Sigurd Hundeland
    • 3
  1. 1.Department of Mathematical Sciences Faculty of Engineering and ScienceUniversity of AgderKristiansandNorway
  2. 2.Department of Mathematical Sciences Faculty of Engineering and ScienceUniversity of AgderKristiansandNorway
  3. 3.Department of Mathematical Sciences Faculty of Engineering and ScienceUniversity of AgderKristiansandNorway

About the editors

Martin Carlsen is a Professor in the Department of Mathematical Sciences at the University of Agder.

Ingvald Erfjord is an Associate Professor in the Department of Mathematical Sciences at the University of Agder.

Per Sigurd Hundeland is an Associate Professor in the Department of Mathematical Sciences at the University of Agder.

Bibliographic information