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Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives

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Cover of 'Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives'

Table of Contents

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    Book Overview
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    Chapter 1 The Development of Mathematical Thinking in Young Children’s Play: The Role of Communicative Tools
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    Chapter 2 A Child Perspective and Children’s Perspectives on Mathematics Learning in Early Childhood Education
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    Chapter 3 Preschool Teacher Practices During a Collective Play-Related Thinking: Dialectic Between Pretend Play and Mathematics
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    Chapter 4 Supporting One-Year-Olds’ Digital Locating: The Mediating Role of the Apps and the Teacher
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    Chapter 5 I Can Do It on My Own?! Evaluation of Types of Implementation of Digital Game-Based Learning in Early Mathematics Education
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    Chapter 6 The Tension Between Division and Fair Share
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    Chapter 7 Collective Problem Solving in Peer Interactions in Block Play Situations in Kindergarten
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    Chapter 8 Mathematical and Computational Thinking in Children’s Problem Solving with Robots
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    Chapter 10 The Knowledge Quartet as a Theoretical Lens to Explore Kindergarten Teachers’ Teaching of Mathematics
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    Chapter 11 ECE Teachers’ Use of Educational Technology in Early Mathematics Education and Its Association with Teacher and School Characteristics
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    Chapter 12 Fostering Responsiveness in Early Mathematics Learning
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    Chapter 13 Kindergarten Professionals’ Perspectives on Observing Children’s Mathematical Competencies
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    Chapter 14 Play Responsive Assessment of Children’s Mathematical Proficiencies in Norwegian Kindergarten
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    Chapter 15 Toddlers’ Mathematics and Language – Two Sides of the Same Coin?
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    Chapter 16 Mathematics in Actions and Gestures – A Young Learner’s Diagrammatic Reasoning
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    Chapter 18 The Appearance of Playfulness in Swedish Preschool Class Mathematics Teaching
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    Chapter 19 Methodological Choices in Research on Early Mathematics Education: Elicitation of Parents’ Views
Attention for Chapter 13: Kindergarten Professionals’ Perspectives on Observing Children’s Mathematical Competencies
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Chapter title
Kindergarten Professionals’ Perspectives on Observing Children’s Mathematical Competencies
Chapter number 13
Book title
Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives
Published by
Springer, Cham, January 2024
DOI 10.1007/978-3-031-37663-4_13
Book ISBNs
978-3-03-137662-7, 978-3-03-137663-4
Authors

Benz, Christiane, Reuter, Friederike, Maier, Andrea, Zöllner, Johanna

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 1 Mendeley reader of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 1 100%

Demographic breakdown

Readers by professional status Count As %
Professor > Associate Professor 1 100%
Readers by discipline Count As %
Social Sciences 1 100%

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