Titlebook: Mathematics Education in the Early Years; Results from the POE Martin Carlsen,Ingvald Erfjord,Per Sigurd Hundelan Book 2020 Springer Nature

Thoracic

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书目名称Mathematics Education in the Early Years影响因子(影响力)学科排名




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书目名称Mathematics Education in the Early Years网络公开度学科排名




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书目名称Mathematics Education in the Early Years被引频次学科排名




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书目名称Mathematics Education in the Early Years年度引用学科排名




书目名称Mathematics Education in the Early Years读者反馈




书目名称Mathematics Education in the Early Years读者反馈学科排名

上釉彩

Ceremony

Copying and Comparing Repeating Patterns: Children’s Strategies and Descriptionsng the AAB-structured pattern, children used a third strategy, which might indicate an intermediate level of structure recognition. Interestingly, more children showed recognition of structure when describing AAB patterns than when describing AB patterns.

鬼魂

寒冷

Measuring Rice in Early-Childhood Education Activities: A Bridge Across Discrete and Continuous Magnlyze the strategies and the situated signs developed by the children, identifying those that could later be used by a teacher as pivot signs when constructing the mathematical meanings associated with the process of measurement.

召集

看法等

Preschoolers’ Ways of Using Fingers in Numerical Reasoninghat do not enable the child to solve the arithmetic tasks and one seems to be more prosperous. Based on the results, we suggest that it is not finger use per se that facilitates arithmetic problem-solving but how fingers are used.

Fatten

Making Choices and Explaining Them: An Experiment with Strategy Games in Kindergartenacher in prompting children to develop these processes, and three different kinds of successful prompts are identified and described. In particular, this may be accomplished during the so-called reflective moments, when children may stop playing and dedicate time to reflect on the game situations, without being immersed in the playing action.

要求比…更好

“A Triangle Is Like a Tent”: Children’s Conception of Geometric Shapestated to make up a comprehensive concept formation or respectively show that the aims of a concept formation are met. In this chapter, some results are presented with the focus on the children’s explanations as well as the images they have in mind of geometric shapes, especially triangles.

广大