Learning and Teaching Early Math: The Learning Trajectories Approach(Studies in Mathematical Thinking and Learning Series)

While the possibility of producing a de-colonized, postcolonial knowledge in development studies became a subject of considerable debate in the 1990s, there has been little dialogue between postcolonialism and development. However, the need for development studies that is postcolonial in theory and practice is now increasingly acknowledged. This means recognizing the significance of language and representation, the power of development discourse and its material effects on the lives of people subject to development policies. It also means acknowledging the already postcolonial world of development in which contemporary reworkings of theory and practice, such as grassroots and participatory development, indigenous knowledge and global resistance movements, inform postcolonial theory. Postcolonialism and Development explains, reviews and critically evaluates recent debates about postcolonial approaches and their implications for development studies. By outlining contemporary theoretical debates and examining their implications for how the developing world is thought about, written about and engaged with in policy terms, this book unpacks the difficult, complex and important aspects of the relationship between postcolonial approaches and development studies, making them accessible, interesting and relevant to both students and researchers. Each chapter builds an understanding of postcolonial approaches, their historical divergences from development studies and more recent convergences around issues such as discourses of development, knowledge, and power and agency within development. Up-to-date illustrations and examples from across the regions of the world bring to life important theoretical and conceptual issues. This topical book outlines an agenda for theory and practice within postcolonial development studies and illustrates how, while postcolonialism and development pose significant mutual challenges, both are potentially enriched by each others insights and approaches.

Table of Contents:
1. Young Children and Mathematics Learning 2. Quantity, Number, and Subitizing 3. Verbal and Object Counting 4. Comparing, Ordering, and Estimating 5. Arithmetic: Early Addition and Subtraction and Counting Strategies 6. Arithmetic: Composition of Number, Place Value, and Multidigit Addition and Subtraction 7. Spatial Thinking 8. shape 9. Composition and Decomposition of Shapes 10. Geometric Measurement: Length 11. Geometric Measurement: Area, Volume, and Angle 12. Other Content Domains 13. Mathematical Processs and Practices 14. Cognition, Affect, and Equity 15. Early Childhood Mathematics Education: Contexts and Curricula 16. Instructional Practices and Pedagogical Issues

About the Author :
Douglas H. Clements is the Kennedy Endowed Chair in Early Childhood Learning, Executive Director of the Marsico Institute of Early Learning and Literacy, and Professor at the University of Denver, USA. Julie Sarama is the Kennedy Endowed Chair in Innovative Learning Technologies and Professor at the University of Denver, USA.

Review :
"The book's strengths are many. The in-depth coverage of the mathematical concepts and the related research are invaluable. But notably the greatest strength, in my view, is the inclusion of the developmental trajectories. I think these are an invaluable reference for anyone teaching mathematics to young children, and I encourage my students to all hold onto this text for reference when teaching."-Barbrina Ertle, Department of Education, Adelphi University Praise for the 1st Edition: "What math is most important for young learners? What concepts and skills are foundational for their reaching the next level of math understanding? And how can teachers help children grasp each new idea and remain enthusiastic about math? These are the key questions in this incredibly valuable book from Douglas Clements and Julie Sarama. For each topic area, they clearly describe the developmental path, or 'learning trajectory,' along which children move to develop mathematical concepts and skills. And they offer evidence-based guidelines and instructional activities in an engaging, straightforward way that reflects their deep respect for, and understanding of, what teachers do." -Carol Copple, Former Director, Publications and Initiatives in Educational Practice, National Association for the Education of Young Children "One of the book's greatest strengths is the focus on 'Developmental Trajectories', which are a little like 'schemas'. Learning or developmental progressions that children follow as they are learning something - for example, from rolling, crawling, walking, skipping and jumping, to running and moving with increased speed and dexterity." - Martine Horvath, eye magazine