Bøker i Early Mathematics Learning and Development-serien

This book addresses engineering learning in early childhood, spanning ages 3 to 8 years. It explores why engineering experiences are important in young children's overall development and how engineering is a core component of early STEM learning, including how engineering education links and supports children's existing experiences in science, mathematics, and design and technology, both before school and in the early school years.Promoting STEM education across the school years is a key goal of many nations, with the realization that building STEM skills required by societies takes time and needs to begin as early as possible. Despite calls from national and international organisations, the inclusion of engineering-based learning within elementary and primary school programs remains limited in many countries. Engineering experiences for young children in the pre-school or early school years has received almost no attention, even though young children can be considered natural engineers.This book addresses this void by exposing what we know about engineering for young learners, including their capabilities for solving engineering-based problems and the (few) existing programs that are capitalising on their potential.

This book addresses engineering learning in early childhood, spanning ages 3 to 8 years. It explores why engineering experiences are important in young children's overall development and how engineering is a core component of early STEM learning, including how engineering education links and supports children's existing experiences in science, mathematics, and design and technology, both before school and in the early school years.Promoting STEM education across the school years is a key goal of many nations, with the realization that building STEM skills required by societies takes time and needs to begin as early as possible. Despite calls from national and international organisations, the inclusion of engineering-based learning within elementary and primary school programs remains limited in many countries. Engineering experiences for young children in the pre-school or early school years has received almost no attention, even though young children can be considered natural engineers.This book addresses this void by exposing what we know about engineering for young learners, including their capabilities for solving engineering-based problems and the (few) existing programs that are capitalising on their potential.

This compilation focuses on the theory and conceptualisation of statistics and probability in the early years and the development of young children's (ages 3-10) understanding of data and chance.

Mathematics and Transition to School

This edited book promotes thinking, dialogue, research and theorisation on multiple ways of making connections in mathematics teaching and learning in early childhood education. The book addresses some key challenges in research, policy and practice in early childhood mathematics education. It examines diverse ways for learning experiences to connect young children to mathematics, and the importance of forging connections between mathematics and young children's lives as key elements in their engagement with mathematics.Each chapter provides research or theoretical provocations and pedagogical implications for connecting children's lived experiences and ways of learning in mathematics teaching. The chapters are drawn from a range of international authors who raise important ideas within the overall context of current research and consider the theoretical and practical implications of their research.As such, the book advances current thinking on mathematics teaching and learning for children in the early years from birth to eight years with an emphasis on children aged birth to 5 years. It considers the purpose and value in connecting mathematics teaching and learning to children's lives, and provides provocations for both educators and researchers on the many under-researched and under-represented aspects of early years mathematics teaching and learning.

They describe effective strategies for engaging families in their children's mathematics learning, including those who are marginalised and experience multiple disadvantages, so that all families can best support their children's mathematical learning and their development of positive attitudes towards learning.

This book conceptualizes the nature of mathematical modeling in the early grades from both teaching and learning perspectives. Mathematical modeling provides a unique opportunity to engage elementary students in the creative process of mathematizing their world.A diverse community of internationally known researchers and practitioners share studies that advance the field with respect to the following themes: The Nature of Mathematical Modeling in the Early GradesContent Knowledge and Pedagogy for Mathematical ModelingStudent Experiences as ModelersTeacher Education and Professional Development in ModelingExperts in the field provide commentaries that extend and connect ideas presented across chapters. This book is an invaluable resource in illustrating what all young children can achieve with mathematical modeling and how we can support teachers and families in this important work.