By David C. Geary

ISBN-10: 1557982589

ISBN-13: 9781557982582

This examine examines number-skills advancements from infancy via youth. It identifies universals in early mathematical improvement and describes how they're expressed in numerous cultures. Cross-national changes in maths success are thought of.

Show description

Read or Download Children's Mathematical Development: Research and Practical Applications PDF

Best educational psychology books

John J. Murphy's Brief Intervention for School Problems, Second Edition: PDF

Each interplay with an adolescent who's suffering is a chance for swap. This hugely useful advisor is helping institution practitioners locate powerful recommendations to educational and behavioral difficulties via short counseling. It exhibits tips on how to construct at the principles and assets that scholars, mom and dad, and academics convey to the intervention approach, inside of an cutting edge, research-supported, time-limited framework.

Cladistic Biogeography: Interpreting Patterns of Plant and - download pdf or read online

Cladistic biogeography makes use of the distribution styles of species to review their ancient and evolutionary relationships. Revised largely to mirror new examine, this booklet is a concise exposition of the heritage, equipment, and present purposes during this box. the 1st variation, released in 1986, got first-class experiences and was once universal as a textbook.

Download e-book for kindle: Geschlechtsbezogene Pädagogik an Grundschulen: Basiswissen by Olaf Jantz

Eine Pädagogik, die das Geschlecht der Lernenden nicht berücksichtigt, verfehlt einen großen Teil ihrer Ziele. Ausgehend von dieser those wird mit diesem Lehrbuch eine grundlegende Einführung in die Konzeption geschlechtsbezogener Pädagogik in Grundschulen angeboten. Neben sehr vielen Praxisbeispielen werden wissenschaftliche Erkenntnisse aus mehr als zwei Jahrzehnten geschlechtsbezogener Pädagogik gebündelt und auf den Alltag an Schulen übertragen.

Download e-book for iPad: Becoming a High Expectation Teacher: Raising the bar by Christine Rubie-Davies

We consistently pay attention cries from politicians for lecturers to have excessive expectancies. yet what this suggests in functional phrases isn't spelled out. easily identifying that as a instructor you are going to count on all of your scholars to accomplish greater than different periods you will have taught within the related tuition, won't translate immediately into superior fulfillment for college kids.

Additional info for Children's Mathematical Development: Research and Practical Applications

Sample text

208). In other words, this implicit knowledge focuses the child on numerical features of the environment and places constraints on the types of behaviors that the child uses to gain information about these numerical features. This is not to say that the overt behavior of the child will always be in accord with these principles. A child might fail to use a stable counting order for larger set sizes, for example, because he or she does not understand that the stable-order principle applies to all sets, small and large, or because she or he has not yet memorized enough number words (Fuson, 1988).

Second, the understanding that multidigit numbers represent groups of hundreds, tens, and ones, for example, influences the sophistication of the problem-solving strategies that the child can use to solve complex arithmetic problems. O n e strategy that is based on this knowledge involves a type of regrouping, so that 43 + 24 is solved by adding the tens values together (40 + 20), then the ones values ( 3 + 4), and finally 60 + 7; this strategy is described later in the chapter, under Complex Addition.

From Children‘s Counting and Concepts of Number [p. 1821 by K. C. Fuson, 1988, New York: Springer-Verlag. Copyright 1988 by Springer-Verlag New Yo& Inc. ) understand the significance of the last word tag,fiue in this example, will recount the fingers rather than simply restating “five” (Fuson, 1991). Although most 3- and 4-year-olds recount when asked “how many,” some 3 %-year-old children d o respond to the “how many” question by restating the last word tag (Wynn, 1990). Though suggestive, this in itself does not necessarily indicate that the child has an understanding of cardinality.

Download PDF sample

Children's Mathematical Development: Research and Practical Applications by David C. Geary

by Paul

Rated 4.82 of 5 – based on 19 votes