Early Childhood Mathematics Education Research
Learning Trajectories for Young Children
Nonfiction, Reference & Language, Education & Teaching, Preschool & Kindergarten, Teaching, Teaching Methods
| Author: | Julie Sarama, Douglas H. Clements | ISBN: | 9781135592493 |
| Publisher: | Taylor and Francis | Publication: | March 12, 2009 |
| Imprint: | Routledge | Language: | English |
| Author: | Julie Sarama, Douglas H. Clements |
| ISBN: | 9781135592493 |
| Publisher: | Taylor and Francis |
| Publication: | March 12, 2009 |
| Imprint: | Routledge |
| Language: | English |
This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives. At the core of early math experts Julie Sarama and Douglas Clements's theoretical and empirical frameworks are learning trajectories—detailed descriptions of children’s thinking as they learn to achieve specific goals in a mathematical domain, alongside a related set of instructional tasks designed to engender those mental processes and move children through a developmental progression of levels of thinking. Rooted in basic issues of thinking, learning, and teaching, this groundbreaking body of research illuminates foundational topics on the learning of mathematics with practical and theoretical implications for all ages. Those implications are especially important in addressing equity concerns, as understanding the level of thinking of the class and the individuals within it, is key in serving the needs of all children.
This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives. At the core of early math experts Julie Sarama and Douglas Clements's theoretical and empirical frameworks are learning trajectories—detailed descriptions of children’s thinking as they learn to achieve specific goals in a mathematical domain, alongside a related set of instructional tasks designed to engender those mental processes and move children through a developmental progression of levels of thinking. Rooted in basic issues of thinking, learning, and teaching, this groundbreaking body of research illuminates foundational topics on the learning of mathematics with practical and theoretical implications for all ages. Those implications are especially important in addressing equity concerns, as understanding the level of thinking of the class and the individuals within it, is key in serving the needs of all children.
