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Section 1:Setting the scene for teaching and learning early number 1. Still not getting it right from the start? Carol Aubrey and Dondu Durmaz Section 2: The early stages of number acquisition 2. Children's beliefs about counting Penny Munn 3.Mathematics through play Kate Tucker 4. The family counts Rose Griffiths Section 3: The place of counting in number development 5. Development in oral counting, enumeration, and counting for cardinality John Threlfall 6. Counting: what it is and why it matters Effie Maclellan 7.Compressing the counting process: strength from the flexible interpretation of symbols Eddie Gray Section 4: Extending counting to calculating 8. From counting to deriving number facts Ian Thompson 9.Uses of counting in multiplication and division Julia Anghileri Section 5: Representation and calculation 10.Children's mathematical graphics: young children calculating for meaning Elizabeth Carruthers and Maulfry Worthington 11.What do young children's mathematical graphics tell us about the teaching of written calculation? Ian Thompson 12.What's in a picture? Understanding and representation in early mathematics Tony Harries, Patrick Barmby and Jennifer Suggate 13.Mathematical learning and the use of information and communications technology in the early years Steve Higgins Section 6:Assessing young children's progress in number 14.Interview-based assessment of early number knowledge Robert J. Wright 15.Addressing errors and misconceptions with young children Ian Thompson Section 7:Towards an early years mathematics pedagogy 16.`How do you teach nursery children mathematics?' In search of a mathematics pedagogy for the early years Sue Gifford
Ian Thompson is Visiting Professor at Edge Hill University, UK, and was a member of the Advisory Group for the National Numeracy Project, to which he was seconded for two years.