By Bob Perry, Amy MacDonald, Ann Gervasoni
This edited booklet brings jointly for the 1st time a global selection of paintings fascinated about vital facets of any younger child’s existence – studying arithmetic and beginning basic or easy tuition. The chapters take quite a few views, and combine those elements in occasionally specific and infrequently extra sophisticated ways.
The key concerns and subject matters explored during this booklet are:
- the mathematical and different strengths that every one individuals within the transition to varsity carry to this era of a child’s life;
- the possibilities supplied by means of transition to college for younger children’s arithmetic learning;
- the value of partnerships between adults, and between adults and kids, for powerful institution transitions and arithmetic studying and teaching;
- the severe effect of expectancies on their arithmetic studying as childrens begin tuition;
- the significance of supplying youngsters with significant, tough and appropriate mathematical studies all through transition to school;
- the entitlement of youngsters and educators to event evaluation and educational pedagogies that fit the strengths of the freshmen and the academics;
- the value for the aspirations of youngsters, households, groups, educators and academic businesses to be acknowledged as valid and key determinants of activities, reports and successes in either transition to varsity and arithmetic studying; and
- the trust that little ones are robust arithmetic newcomers who can exhibit this energy as they begin school.
In each one bankruptcy, authors consider their paintings within the quarter of arithmetic and transition to college, position that paintings in the total context of study in those fields, expect the trajectory of this paintings sooner or later, and examine the results of the paintings either theoretically and practically.
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Additional info for Mathematics and Transition to School: International Perspectives
2011). Identifying instructional targets for early childhood via authentic assessment. Journal of Early Intervention, 33(4), 243–253. , & Wiliam, D. (2001). Inside the black box: Raising standards through classroom assessment. London: British Educational Research Association. Carpenter, T. , Peterson, P. , Chiang, C. , & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26(4), 499–531. Carr, M.
We first present findings from the number interviews of all the students to provide a context for the three cases. We then provide a narrative of each case study child based on our analysis of the data from the interviews and the teachers. The narratives include: (a) background information on the child, school, and family; (b) information about the child’s skills with regard to counting and story problems; and (c) a brief summary of the connections between the child, home, school, and assessment.
Tapping perspectives that illuminate a child’s funds of knowledge through home visits and family interviews provides complementary information about what a child knows. Assessment with young children is more a matter of triangulating multiple sources of evidence than thumbs up or down for a right answer. As a result, decisions about whether a child is proficient in some skills need to be based on diverse sources of information in multiple contexts, recognising that we might not be asking the right question to have access to a child’s knowledge.
Mathematics and Transition to School: International Perspectives by Bob Perry, Amy MacDonald, Ann Gervasoni