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- W4385955102 startingPage "839" @default.
- W4385955102 abstract "The increasing interest in early childhood mathematics education for decades has increased the need for empirically supported pedagogical strategies. However, there is little agreement on how early math might best be taught. We draw from the empirical literature to paint a picture of research-based and research-validated pedagogical approaches and strategies for teaching early math. Most approaches share core characteristics, including concern for children’s interests and engagement and for working on content matched to children’s level of thinking. Learning trajectories are an especially useful organizing structure because they combine and integrate educational goals, development of children’s thinking, and empirically supported pedagogical strategies. Therefore, they help teachers interpret what the child is doing, thinking, and constructing, and offer instructional activities that extend children’s mathematical thinking. Simultaneously, teachers can see instructional strategies from the child’s perspective, offering meaningful and joyful opportunities to engage in learning." @default.
- W4385955102 created "2023-08-18" @default.
- W4385955102 creator A5068322639 @default.
- W4385955102 creator A5073397378 @default.
- W4385955102 creator A5074280176 @default.
- W4385955102 date "2023-08-17" @default.
- W4385955102 modified "2023-10-14" @default.
- W4385955102 title "Research and Pedagogies for Early Math" @default.
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