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Teaching and Learning Early Number

Teaching and Learning Early Number

by IanThompson (Author)

  • Used

    Paperback 1997

    $3.51
Synopsis

This book presents an accessible guide to current research into the teaching and learning of early number concepts. The beliefs and number understanding of nursery and reception children are examined, and the book provides a detailed account of the role of counting in the acquisition of number understanding and in the development of derived fact strategies for addition, subtraction and multiplication.

$3.51

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Quantity

2 in stock

More Information

Format: Paperback
 Pages: 176
 Edition: illustrated edition
 Publisher: Open University Press
Published: 01 Jun 1997
ISBN 10: 0335198511
ISBN 13: 9780335198511

Media Reviews
...a well-produced and effectively edited examination of a wide range of issues concerned with children's acquisition of the fundamental concepts of number. - Mathematics in School ...the book includes plenty of clear suggestions for practical action in the classroom. The style of writing throughout is clear and accessible. This is the kind of book that gives educational research a good name...Don't be fooled by the comfortable familiarity of thetitle. This is a radical and influential book, that ought to be read and acted upon, and that will continue to be quoted and discussed for some time to come - T.E.S. This is an outstanding book...I strongly recommend this book both for its analysis of early years mathematics and for the originality of the suggested classroom activities. It is an essential resource for early years teachers, primary teachers and teachers of special educational needs throughout the age groups. - Equals This book will be usefulfor making teachers reflect on and analyse both their practice and strategies and to question their assumptions on children'scompetencies. It is suitable as a reference of other sources for teachers in training, academics and advisors. - Child Education
Author Bio
Ian Thompson taught in schools for nineteen years before taking up a post in Higher Education. He currently lectures in Mathematics Education at the University of Newcastle upon Tyne. Observations of his own young children struggling to make sense of number concepts provided the stimulus for his research into children's idiosyncratic mental calculation strategies. This research later developed into a consideration of personal written algorithms. He feels that it is important that research findings are translated into a form accessible to busy teachers, and to this end publishes frequently in Child Education and the TES. He is a member of the Advisory Group for the National Numeracy Project.