Early Mathematical Explorations

Early Mathematical Explorations shows readers how to provide young children with rich mathematical learning environments and experiences. This book presents teachers with a sound theoretical framework to encourage children to become numerate in the twenty-first century. It shows that mathematical learning can occur in a variety of ways, including when children explore ideas through play, problem solving and problem posing; engage in a rich variety of multimodal learning experiences; pursue self-directed activities and cooperate with others; and make connections between ideas and experiences in their everyday worlds. Chapters 2 and 3 explore the ways in which mathematical understandings can be supported from birth to five years. Chapters 4–9 provide an overview of mathematics in the early primary years. The final chapters illustrate the contexts and connections that can be made in early mathematical learning. Early Mathematical Explorations is an essential resource for pre- and in-service teachers alike.

Table of Contents:
1. Mathematics for the 21st century; 2. Early mathematical understandings; 3. Mathematical learning in the first five years of life; 4. The young child at school; 5. Number; 6. Patterns and algebra; 7. Measurement; 8. Space; 9. Chance and data; 10. Contexts and connections; 11. Designing mathematical experiences to become numerate in the 21st century.

About the Author :
Nicola Yelland is a Research Professor in the School of Education at Victoria University in Melbourne, Australia. Over the last decade her teaching and research has been related to the use of ICT in school and community contexts. This has involved projects that have investigated the innovative learning of children as well as a broader consideration of the ways in which new technologies can impact on the pedagogies that teachers use and the curriculum in schools. Her multidisciplinary research focus has enabled her to work with early childhood, primary and middle school teachers to enhance the ways in which ICT can be incorporated into learning contexts to make them more interesting and motivating for students, so that educational outcomes are improved. Professor Yelland is the founding editor of two journals, Contemporary Issues in Early Childhood and Global Studies of Childhood. She has extensive experience in research projects. Most recently she has been the convenor of researchers from Malaysia, Thailand, Korea, Taiwan, Hong Kong and Japan from anthropology, sociology, information and communications technologies, health sciences and education which will research aspects of Global Childhoods (e.g. migration, health and welfare, literacy, popular culture) in the region using a multi-methods/ethnographic approach to data collection and analyses. Professor Yelland's work engages with educational issues with regard to varying social, economic and political conditions and thus requires multidisciplinary perspectives. Dr Carmel Diezmann is a Professor and Head of Education, Queensland, at Australian Catholic University in Brisbane. Previously, she was the Assistant (Dean) Research in the Faculty of Education, Queensland University of Technology. She is interested in the cognition and creativity of individuals and groups in various educational settings as they build their own intellectual or professional capacities. Her research has included large and small scale studies of curriculum innovations, practices and evaluation in mathematics, science and technology involving young children, school students, preservice and practicing teachers and postgraduate students. Her key research interest relevant to mathematical learning in the early years is how to equip children and their teachers for the visually-oriented twenty-first century. She has conducted longitudinal and intervention studies to establish how students' knowledge of graphics (e.g. maps, graphs, numberlines) and use of diagrams and drawings impacts on their understanding of mathematics and how teachers can support this learning. Her publications include research and professional papers, and print and multimedia curriculum resources. Professor Diezmann's contributions to research and the profession have been acknowledged with various scholarly awards including an Honorary Professorship from Beijing Normal University. Deborah Butler is a primary teacher with over thirty years of classroom experience. During this time she has taught in a variety of settings and held the position of Head of Infants at St Margaret's Anglican Girls School. She has also lectured on programming and planning in literacy and numeracy to preservice early childhood students at Queensland University of Technology. In more recent years, Deborah has been involved in designing and implementing programs of support for children with specific learning needs.