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Table of contents

  1. Front Matter
    Pages i-xxxi
  2. Introductory Section

    1. Front Matter
      Pages 1-1
    2. Maria G. Bartolini Bussi, Xu Hua Sun
      Pages 19-34 Open Access
    3. Xu Hua Sun, Maria G. Bartolini Bussi
      Pages 35-70 Open Access
    4. David Pimm
      Pages 71-87 Open Access
  3. Working Group Chapters and Commentaries

    1. Front Matter
      Pages 89-89
    2. Xu Hua Sun, Christine Chambris, Judy Sayers, Man Keung Siu, Jason Cooper, Jean-Luc Dorier et al.
      Pages 91-124 Open Access
    3. Joanne Mulligan, Lieven Verschaffel, Anna Baccaglini-Frank, Alf Coles, Peter Gould, Shengqing He et al.
      Pages 137-167 Open Access
    4. Maria G. Bartolini Bussi, Maitree Inprasitha, Ferdinando Arzarello, Hyman Bass, Ulrich Kortenkamp, Silke Ladel et al.
      Pages 181-226 Open Access
    5. Jarmila Novotná, Berinderjeet Kaur, Ann Gervasoni, Mike Askew, Michiel Veldhuis, Catherine Pearn et al.
      Pages 251-286 Open Access
    6. Hamsa Venkat, Sybilla Beckmann, Kerstin Larsson, Yan Ping Xin, Alessandro Ramploud, Limin Chen
      Pages 299-324 Open Access
  4. Panels

    1. Front Matter
      Pages 341-341
    2. Ferdinando Arzarello, Nadia Azrou, Maria G. Bartolini Bussi, Sarah Inés González de Lora Sued, Xu Hua Sun, Man Keung Siu
      Pages 343-373 Open Access
    3. Lieven Verschaffel, Anna Baccaglini-Frank, Joanne Mulligan, Marja van den Heuvel-Panhuizen, Yan Ping Xin, Brian Butterworth
      Pages 375-397 Open Access
    4. Jarmila Novotná, Maria G. Bartolini Bussi, Sybilla Beckmann, Maitree Inprasitha, Berinderjeet Kaur, Xu Hua Sun et al.
      Pages 399-435 Open Access
  5. Plenary Presentations

    1. Front Matter
      Pages 437-437
    2. Liping Ma, Cathy Kessel
      Pages 439-463 Open Access
    3. Hyman Bass
      Pages 465-475 Open Access
    4. Brian Butterworth
      Pages 477-488 Open Access
  6. Back Matter
    Pages 489-536

About this book

Introduction

This twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraints into account. 

One of the main challenges of designing the first ICMI primary school study of this kind is the complex nature of mathematics at the early level. Accordingly, a focus area that is central to the discussion was chosen, together with a number of related questions. The broad area of Whole Number Arithmetic (WNA), including operations and relations and arithmetic word problems, forms the core content of all primary mathematics curricula. The study of this core content area is often regarded as foundational for later mathematics learning. However, the principles and main goals of instruction on the foundational concepts and skills in WNA are far from universally agreed upon, and practice varies substantially from country to country. As such, this study presents a meta-level analysis and synthesis of what is currently known about WNA, providing a useful base from which to gauge gaps and shortcomings, as well as an opportunity to learn from the practices of different countries and contexts. 


Keywords

mathematics teaching and learning in the primary school Whole Number Arithmetic 23rd ICMI Study WNA international perspectives on primary math education social-cultural diversity of early mathematics teaching institutional constraints of early mathematics arithmetic word problems Whole number thinking, learning and development

Editors and affiliations

  • Maria G. Bartolini Bussi
    • 1
  • Xu Hua Sun
    • 2
  1. 1.Department of Education and HumanitiesUniversity of Modena and Reggio EmiliaModenaItaly
  2. 2.Faculty of EducationUniversity of MacauMacaoChina

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-63555-2
  • Copyright Information The Editor(s) (if applicable) and The Author(s) 2018
  • License CC BY
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-63554-5
  • Online ISBN 978-3-319-63555-2
  • Series Print ISSN 1387-6872
  • Series Online ISSN 2215-1745
  • Buy this book on publisher's site