Beschreibung
InhaltsangabeTable of Contents0-1 IntroductionChristiane Benz, Birgit Brandt, Ulrich Kortenkamp, Götz Krummheuer, Silke Ladel and Rose Vogel 0-2 A dance of instruction with construction in mathematics educationNorma Presmeg1-1 It is quite confusing isn't it? - Implications of a National policy on mathematics teaching on the dance of instruction and construction of knowledge in the teaching of place value through manipulativesJudy Sayers and Patti Barber1-2 Mathematical teaching moments: between instruction and constructionTroels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg1-3 "I have a little job for you" - Instructional practices in interaction processes between kindergarten teachers and young children in GermanyBirgit Brandt1-4 The Relationship between cultural Expectation and the local Realization of a Mathematics learning EnvironmentGötz Krummheuer1-5 The Reflection of Spatial Thinking on the Interactional Niche in the Family - Interactional Niche in the Development of Mathematical Thinking (NMT) in Familial Situations Ergi Acar Bayraktar2-1 The Roots of Mathematising in Young Children's Play Bert van Oers2-2 Non-canonical Solutions in Children-Adult Interactions-A Case Study of the Emergence of Mathematical CreativityMelanie Münz2-3 The Interplay between Gesture and Speech - Second Graders solve Mathematical Problems Melanie Huth2-4 Children's Constructions in the Domain of Geometric Competencies (in two different instructional settings)Andrea Simone Maier, Christiane Benz2-5 Identifying quantities - Children's constructions to compose collections from parts or decompose collections into partsChristiane Benz3-1 Children's engagement with mathematics in kindergarten mediated by the use of digital toolsM. Carlsen, I. Erfjord, & P. S. Hundeland3-2 Mathematical Situations of Play and Exploration as an Empirical Research Instrument Rose Vogel3-3 Number concepts - processes of internalization and externalization by the use of multi-touch technologySilke Ladel and Ulrich Kortenkamp4-1 Intentional Teaching: Integrating the Processes of Instruction and Construction to Promote Quality Early Mathematics EducationJie-Qi Chen and Jennifer McCray4-2 Professionalization of Early Childhood Educators with a Focus on Natural Learning Situations and Individual Development of Mathematical Competencies: Results from an Evaluation Study 19Hedwig Gasteiger4-3 Employing the CAMTE framework: Focusing on preschool teachers' knowledge and self-efficacy related to students' conceptionsPessia Tsamir, Dina Tirosh, Esther Levenson, Michal Tabach, Ruthi Barkai4-4 Early enhancement of kindergarten children potentially at risk in learning school mathematics - Design and quantitative findings of an intervention studyAndrea Peter-Koop, Meike Grüßing
Autorenportrait
Ulrich Kortenkamp is professor of mathematics and mathematics education at the University of Education Karlsruhe. His research interests lie at the interface between mathematics, computer science and didactics of the sciences. Götz Krummheuer is a professor in the department of mathematics at the Institute for the Teachng of Mathematics at the University of Frankfurt, Germany.
