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Early Childhood Education of Mathematics Textbooks

Edition: 4TH 09

Copyright: 2009

Publisher: Pearson

Published: 2009

International: No

Copyright: 2009

Publisher: Pearson

Published: 2009

International: No

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Praise from Reviewers ''I consistently get positive and constructive suggestions [from my students] on how the chapters will impact their future teaching.'' ndash;Kathleen Cramer, University of Minnesota ''Anchoring the text on NCTM standards and drawing from NAEYC and NCATE will place the text at an advantage over many other texts. The approach will work with my students.'' ndash;Benjamin Ngwudike, Jackson State University Standards-based, practical guidance for teaching math in the early years Aligned to the NCTM Standards, this new edition of a trusted text encourages teacher candidates to create an active learning environment that fosters curiosity, confidence, and persistence in children learning mathematics. Author Susan Sperry Smith presents the three key ingredients for the successful acquisition of math in the early years: knowledge of important mathematical relationships, number sense, and the ability to solve problems. Through practical knowledge and applications, this book gives special attention to helping teachers foster these skills and ways of thinking to build student success from year to year. A collection of lesson ideas, blackline masters, and fieldwork and assessment activities provide resources for the classroom, and close ties to NCTM standards ensure that teachers are ready to facilitate young children's math learning in today's educational climate. New to this edition: A completely reordered table of contents more closely follows the way professors use the book, with concepts such as planning and assessment in the opening chapters, explanation of math concepts such as number sense and place value in the middle, classroom applications and best practices in the later chapters, and discussions of thematic unit development in the final chapter. Extensive coverage of the NCTM Focal Pointsndash;including a valuable reprint of the PreK-third grade focal pointsndash;guides teachers to implement appropriate curricula. Expanded use of NCTM Process Standards deepens the book's presentation of effective instructional techniques. Numerous children's work examples in sample lessons and discussion provide insight into students' mathematical thought processes.

Preface Acknowledgements

1. Foundations, Myths and Standards Equity for Every Child Serving Children in Inclusive Settings The Child Who Is Gifted The Child with Learning Disabilities The Child Who Is Cognitively Disabled (Children with Mental Retardation) Where We Are Going The NCTM Process Standards The NCTM Focal Points 2006 Models and Modeling Perspectives Developmentally Appropriate Education: Creating the Best Learning Environment Piaget, Vygotsky, Bruner, and Dienes Summary Fieldwork ndash; Clinical Log or Math Journal Activities and Study Questions Links to Technology References

2. Planning for Success: A Good Beginning. How Do I Get Started? Manipulatives in the Classroom Your Attitude and Math Anxiety How Can I Involve Parents in My Program? What Should I Do if My Students Have Had Only Rote Math Background? How Can I Meet the Needs of Children from Diverse Backgrounds? How Can I Use Technology to Enhance Learning? Planning for Computer-Assisted Instruction Choosing Appropriate Software Planning for Calculators Summary Fieldwork ndash; Clinical Log or Math Journal Activities and Study Questions Links to Technology References

3. Assessment International Results Boys versus Girls Formal and Informal Interviews Assessment and Evaluation Defined Curriculum Reform and Alignment Assessment Strategies Scoring Methods Alternatives for Students in Inclusive Settings Record Keeping Summary Fieldwork ndash; Clinical Log or Math Journal Activities and Study Questions References

4. The Language of Math: Communication and Representation Developing Math and Language Using Song and Verse Developing Math Language through Children's Literature Story Telling as Cultural Art Form Math Language and Older Children Math Concepts Found in the Early Childhood Curriculum Representation: The Symbols of Math The Number Sentence Summary Ready-Set-Math Fieldwork ndash; Clinical Log or Math Journal Activities and Study Questions Classroom Equipment Related Children's Literature Links to Technology References

5. Early Math Concepts: Matching, Classification, Comparing, and Ordering or Seriati

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Summary

Praise from Reviewers ''I consistently get positive and constructive suggestions [from my students] on how the chapters will impact their future teaching.'' ndash;Kathleen Cramer, University of Minnesota ''Anchoring the text on NCTM standards and drawing from NAEYC and NCATE will place the text at an advantage over many other texts. The approach will work with my students.'' ndash;Benjamin Ngwudike, Jackson State University Standards-based, practical guidance for teaching math in the early years Aligned to the NCTM Standards, this new edition of a trusted text encourages teacher candidates to create an active learning environment that fosters curiosity, confidence, and persistence in children learning mathematics. Author Susan Sperry Smith presents the three key ingredients for the successful acquisition of math in the early years: knowledge of important mathematical relationships, number sense, and the ability to solve problems. Through practical knowledge and applications, this book gives special attention to helping teachers foster these skills and ways of thinking to build student success from year to year. A collection of lesson ideas, blackline masters, and fieldwork and assessment activities provide resources for the classroom, and close ties to NCTM standards ensure that teachers are ready to facilitate young children's math learning in today's educational climate. New to this edition: A completely reordered table of contents more closely follows the way professors use the book, with concepts such as planning and assessment in the opening chapters, explanation of math concepts such as number sense and place value in the middle, classroom applications and best practices in the later chapters, and discussions of thematic unit development in the final chapter. Extensive coverage of the NCTM Focal Pointsndash;including a valuable reprint of the PreK-third grade focal pointsndash;guides teachers to implement appropriate curricula. Expanded use of NCTM Process Standards deepens the book's presentation of effective instructional techniques. Numerous children's work examples in sample lessons and discussion provide insight into students' mathematical thought processes.

Table of Contents

Preface Acknowledgements

1. Foundations, Myths and Standards Equity for Every Child Serving Children in Inclusive Settings The Child Who Is Gifted The Child with Learning Disabilities The Child Who Is Cognitively Disabled (Children with Mental Retardation) Where We Are Going The NCTM Process Standards The NCTM Focal Points 2006 Models and Modeling Perspectives Developmentally Appropriate Education: Creating the Best Learning Environment Piaget, Vygotsky, Bruner, and Dienes Summary Fieldwork ndash; Clinical Log or Math Journal Activities and Study Questions Links to Technology References

2. Planning for Success: A Good Beginning. How Do I Get Started? Manipulatives in the Classroom Your Attitude and Math Anxiety How Can I Involve Parents in My Program? What Should I Do if My Students Have Had Only Rote Math Background? How Can I Meet the Needs of Children from Diverse Backgrounds? How Can I Use Technology to Enhance Learning? Planning for Computer-Assisted Instruction Choosing Appropriate Software Planning for Calculators Summary Fieldwork ndash; Clinical Log or Math Journal Activities and Study Questions Links to Technology References

3. Assessment International Results Boys versus Girls Formal and Informal Interviews Assessment and Evaluation Defined Curriculum Reform and Alignment Assessment Strategies Scoring Methods Alternatives for Students in Inclusive Settings Record Keeping Summary Fieldwork ndash; Clinical Log or Math Journal Activities and Study Questions References

4. The Language of Math: Communication and Representation Developing Math and Language Using Song and Verse Developing Math Language through Children's Literature Story Telling as Cultural Art Form Math Language and Older Children Math Concepts Found in the Early Childhood Curriculum Representation: The Symbols of Math The Number Sentence Summary Ready-Set-Math Fieldwork ndash; Clinical Log or Math Journal Activities and Study Questions Classroom Equipment Related Children's Literature Links to Technology References

5. Early Math Concepts: Matching, Classification, Comparing, and Ordering or Seriati

Publisher Info

Publisher: Pearson

Published: 2009

International: No

Published: 2009

International: No

Preface Acknowledgements

1. Foundations, Myths and Standards Equity for Every Child Serving Children in Inclusive Settings The Child Who Is Gifted The Child with Learning Disabilities The Child Who Is Cognitively Disabled (Children with Mental Retardation) Where We Are Going The NCTM Process Standards The NCTM Focal Points 2006 Models and Modeling Perspectives Developmentally Appropriate Education: Creating the Best Learning Environment Piaget, Vygotsky, Bruner, and Dienes Summary Fieldwork ndash; Clinical Log or Math Journal Activities and Study Questions Links to Technology References

2. Planning for Success: A Good Beginning. How Do I Get Started? Manipulatives in the Classroom Your Attitude and Math Anxiety How Can I Involve Parents in My Program? What Should I Do if My Students Have Had Only Rote Math Background? How Can I Meet the Needs of Children from Diverse Backgrounds? How Can I Use Technology to Enhance Learning? Planning for Computer-Assisted Instruction Choosing Appropriate Software Planning for Calculators Summary Fieldwork ndash; Clinical Log or Math Journal Activities and Study Questions Links to Technology References

3. Assessment International Results Boys versus Girls Formal and Informal Interviews Assessment and Evaluation Defined Curriculum Reform and Alignment Assessment Strategies Scoring Methods Alternatives for Students in Inclusive Settings Record Keeping Summary Fieldwork ndash; Clinical Log or Math Journal Activities and Study Questions References

4. The Language of Math: Communication and Representation Developing Math and Language Using Song and Verse Developing Math Language through Children's Literature Story Telling as Cultural Art Form Math Language and Older Children Math Concepts Found in the Early Childhood Curriculum Representation: The Symbols of Math The Number Sentence Summary Ready-Set-Math Fieldwork ndash; Clinical Log or Math Journal Activities and Study Questions Classroom Equipment Related Children's Literature Links to Technology References

5. Early Math Concepts: Matching, Classification, Comparing, and Ordering or Seriati