Titlebook: Mathematics Education in the Early Years; Results from the POE Tamsin Meaney,Ola Helenius,Anna Wernberg Book 2016 Springer International Pu

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When Is Young Children’s Play Mathematical?From this theoretical discussion, we discuss the features of play, which can enable it to be described as mathematical. We use these features to analyse a small episode of children playing to discuss if and how their play could be considered to be mathematical.

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“Similar and Equal…”: Mathematically Creative Reflections About Solids of Children with Different Atrdisciplinary project Mathematical Creativity of Children. Two empirical cases of children and their mathematically creative processes, from engaging in a task in a cooperative mathematical situation, are presented.

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r development, transitions for young children betweenhome and preschool, between home and school and between preschool and school. Thechapters use a range of innovative theoretical and methodological approaches whichwill form an interesting basis for future research in this area..978-3-319-79557-7978-3-319-23935-4

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Investigating the Potential of the Home Learning Environment for Early Mathematics Learning: First Rts from the intervention, irrespective of migration background or nationality. However, at the end of Grade 1, these positive results only had a lasting effect on the performance of children from families without migration background.

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Mathematical Understanding in Transition from Kindergarten to Primary School: Play as Bridge Betweennd discussed relationships between numbers in the last year of kindergarten and the first year of school. We focus on the institutional similarities and differences and discuss them with regard to the arrangement of playing and learning environments in kindergarten and primary school.

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