Perspectives on Reconceptualizing Early Mathematics Learning
This introductory section provides an overview of the different perspectives on reconceptualizing early mathematics learning. The chapters provide a broad scope in their topics and approaches to advancing young children’s mathematical learning. They incor
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This edited volume emanated primarily from our concern that the mathematical capabilities of young children continue to receive inadequate attention in both the research and instructional arenas. Our research over many years has revealed that young children have sophisticated mathematical minds and a natural eagerness to engage in a range of mathematical activities. As the chapters in this book attest, current research is showing that young children are developing complex mathematical knowledge and abstract reasoning a good deal earlier than previously thought. A range of studies in prior to school and early school settings indicate that young learners do possess cognitive capacities which, with appropriately designed and implemented learning experiences, can enable forms of reasoning not typically seen in the early years (e.g., Clements et al. 2011; English 2012; Papic et al. 2011; Perry and Dockett 2008). For example, young children can abstract and generalize mathematical ideas much earlier, and in more complex ways, than previously considered. Although there is a large and coherent body of research on individual content domains such as counting and arithmetic, there have been remarkably few studies that have attempted to describe characteristics of structural development in young students’ mathematics. The title of this volume, Reconceptualizing Early Mathematics Learning, captures the essence of each chapter. Collectively, the chapters highlight the importance of providing more exciting, relevant, and challenging 21st century mathematics learning for our young students. The chapters provide a broad scope in their topics and approaches to advancing young children’s mathematical learning. They incorporate studies that highlight the importance of pattern and structure across the curriculum, studies that target particular content such as statistics, early algebra, L.D. English (B) Queensland University of Technology, Brisbane, Australia e-mail: [email protected] J.T. Mulligan Macquarie University, Sydney, Australia L.D. English, J.T. Mulligan (eds.), Reconceptualizing Early Mathematics Learning, Advances in Mathematics Education, DOI 10.1007/978-94-007-6440-8_1, © Springer Science+Business Media Dordrecht 2013
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and beginning number, and studies that consider how technology and other tools can facilitate early mathematical development. Reconceptualizing the professional learning of teachers in promoting young children’s mathematics, including a consideration of the role of play, is also addressed. Although these themes are diffused throughout the chapters, we restrict our introduction to the core focus of each of the chapters. To set the scene, the opening chapter by Newton and Alexander provides an indepth historical analysis of the changing and, at times paradoxical, nature of early mathematics learning. By conceptualizing how perspectives on early mathematics learning have taken shape over the past century through the impact of both internal and external forces, Newton a
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