Early years number today
Section 1: The numerical understanding and beliefs of pre-school children
Children's beliefs about counting
Children's early learning of number in school and out
Section 2: The place of counting in number development
The importance of counting
Uses of counting in multiplication and division
The role of counting in derived fact strategies
Compressing the counting process
developing a flexible interpretation of symbols
Section 3: Written number work
'When should they start doing sums?'
a critical consideration of the 'emergent mathematics' approach
Writing and number
Mental and written algorithms
can the gap be bridged?
Section 4: Perspectives on teaching number
Approaching number through language
Developing young children's counting skills
The role of calculators
Teaching /f003for /f001strategies
Early years number tomorrow
Ian Thompson taught in schools for nineteen years before taking up a post in Higher Education. He currently lectures in Mathematics Education at the University of Newcastle upon Tyne. Observations of his own young children struggling to make sense of number concepts provided the stimulus for his research into children's idiosyncratic mental calculation strategies. This research later developed into a consideration of personal written algorithms. He feels that it is important that research findings are translated into a form accessible to busy teachers, and to this end publishes frequently in Child Education and the TES. He is a member of the Advisory Group for the National Numeracy Project.
"...a well-produced and effectively edited examination of a wide range of issues concerned with children's acquisition of the fundamental concepts of number." - Mathematics in School "...the book includes plenty of clear suggestions for practical action in the classroom. The style of writing throughout is clear and accessible. This is the kind of book that gives educational research a good name...Don't be fooled by the comfortable familiarity of thetitle. This is a radical and influential book, that ought to be read and acted upon, and that will continue to be quoted and discussed for some time to come" - T.E.S. "This is an outstanding book...I strongly recommend this book both for its analysis of early years mathematics and for the originality of the suggested classroom activities. It is an essential resource for early years teachers, primary teachers and teachers of special educational needs throughout the age groups." - Equals "This book will be usefulfor making teachers reflect on and analyse both their practice and strategies and to question their assumptions on children'scompetencies. It is suitable as a reference of other sources for teachers in training, academics and advisors." - Child Education