Book Review
Book Review
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DOI：
10.1080/1361126032000138373
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发表时间：
2003-12
期刊：
影响因子：
--
通讯作者：
Lyn D. English;Joanne Mulligan;Lynn M. McGarvey;N. Jamison
中科院分区：
文献类型：
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作者：
Lyn D. English;Joanne Mulligan;Lynn M. McGarvey;N. Jamison
由英语和穆里根编辑的《早期数学学习的重新概念化》为我们两人--一名数学教育者和一名幼儿教育者/实习幼儿园教师--提供了一个谈论早期数学学习的机会。在我们审阅这本编辑过的书时，我们分享了我们对书中涉及的四个一般主题的看法：早期数学学习的历史，我们最年轻的学习者的数学和数学思维，教育学和课程的观点，以及幼儿教育工作者的专业发展。这卷《数学教育进展》系列的15章主要由数学教育和教育心理学方面的国际知名作者撰写。作者讨论了上面确定的潜在的有争议的主题，并提供了过去研究的总结、以前研究中未讲述的故事和新研究的折衷组合。
Reconceptualizing Early Mathematics Learning, edited by English and Mulligan, offered the two of us—a mathematics educator and an early childhood educator/practicing kindergarten teacher—an opportunity to engage in conversation about early mathematics learning. As we review this edited volume, we share our perspectives on four general themes addressed throughout the book: the history of early mathematics learning, mathematics and mathematical thinking for our youngest learners, perspectives on pedagogy and curriculum, and professional development for early childhood educators. The 15 chapters in this volume of the Advances in Mathematics Education series are written predominantly by internationally renowned authors in mathematics education and educational psychology. The authors address the potentially contentious themes identified above and offer an eclectic mix of summaries of past research, untold stories from previous studies, and new research.