Mathematics Education in the Early Years

Part I. Introduction

1. Introduction
Ola Helenius, Maria L. Johansson, Troels Lange, Tamsin Meaney, Anna Wernberg

2. A Historical Overview of Early Education Policy and Pedagogy: Global Perspectives and Particular Examples
Helen May

Part II. Family and Transitions

3. Can Values Awareness Help Teachers and Parents Transition Preschool Learners into Mathematics Learning?
Alan J. Bishop

4. Negotiating with Family Members in a Block Play
Ergi Acar Bayraktar

5. Mathematical Understanding in Transition from Kindergarten to Primary School: Play as Bridge Between Two Educational Institutions
Dorothea Tubach, Marcus Nührenbörger

6. Investigating the Potential of the Home Learning Environment for Early Mathematics Learning: First Results of an Intervention Study with Kindergarten Children
Julia Streit-Lehmann, Andrea Peter-Koop

7. The Impact on Learning When Families and Educators Act Together to Assist Young Children to Notice, Explore and Discuss Mathematics
Ann Gervasoni, Bob Perry

Part III. Mathematical Processes

8. When Is Young Children’s Play Mathematical?
Ola Helenius, Maria L. Johansson, Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg

9. Two Frameworks for Mathematical Reasoning at Preschool Level
Lovisa Sumpter

10. Adaptability as a Developmental Aspect of Mathematical Thinking in the Early Years
Götz Krummheuer, Marcus Schütte

11. “Similar and Equal…”: Mathematically Creative Reflections About Solids of Children with Different Attachment Patterns
Melanie Beck

12. Children’s Play as a Starting Point for Teaching Shapes and Patterns in the Preschool
Kerstin Bäckman

13. Preschool Children Learning Mathematical Thinking on Interactive Tables
Dorota Lembrér, Tamsin Meaney

14. What Is the Difference? Young Children Learning Mathematics Through Problem Solving
Hanna Palmér

Part IV. Mathematical Content

15. Playing with Patterns: Conclusions from a Learning Study with Toddlers
Camilla Björklund

16. Development of a Flexible Understanding of Place Value
Silke Ladel, Ulrich Kortenkamp

17. The Relationship Between Equivalence and Equality in a Nonsymbolic Context with Regard to Algebraic Thinking in Young Children
Nathalie Silvia Anwandter Cuellar, Manon Boily, Geneviève Lessard, Danielle Mailhot

18. Developing a Mathematically Rich Environment for 3-Year-Old Children: The Case of Geometry
Pessia Tsamir, Dina Tirosh, Esther Levenson, Ruthi Barkai, Michal Tabach

19. MaiKe: A New App for Mathematics in Kindergarten
Anna Susanne Steinweg

20. “I Spy with My Little Eye”: Children Comparing Lengths Indirectly
Johanna Zöllner, Christiane Benz

21. The Role of Conceptual Subitising in the Development of Foundational Number Sense
Judy Sayers, Paul Andrews, Lisa Björklund Boistrup

Part V. Professional Development

22. Teachers’ Interpretation of Mathematics Goals in Swedish Preschools
Laurence Delacour

23. Reflection: An Opportunity to Address Different Aspects of Professional Competencies in Mathematics Education
Christiane Benz

Avainsanat: Education, Mathematics Education, Learning & Instruction