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Hits 1 – 20 of 38

1	Exploring Measurement through Coding: Children’s Conceptions of a Dynamic Linear Unit with Robot Coding Toys
	Lise E. Welch; Jessica F. Shumway; Jody Clarke-Midura; Victor R. Lee
	In: Education Sciences; Volume 12; Issue 2; Pages: 143 (2022)
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2	Advances in Global Education and Research: Volume 4
	James, Waynne B.; Cobanoglu, Cihan; Cavusoglu, Muhittin
	In: University of South Florida M3 Center Publishing (2021)
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3	Influence of Early Childhood Education on Language Development and Visualization Process Skills of Primary One Pupils in Jos Metropolis Nigeria ...
	Ojile, S. Agnes. - : Zenodo, 2020
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4	Influence of Early Childhood Education on Language Development and Visualization Process Skills of Primary One Pupils in Jos Metropolis Nigeria ...
	Ojile, S. Agnes. - : Zenodo, 2020
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5	Companion Proceedings of the 7th South East Asia Design Research International Conference (SEADRIC 2019) ...
	Kristanto, Yosep Dwi; Panuluh, Albertus Hariwangsa; Utomo, Beni. - : figshare, 2020
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6	Companion Proceedings of the 7th South East Asia Design Research International Conference (SEADRIC 2019) ...
	Kristanto, Yosep Dwi; Panuluh, Albertus Hariwangsa; Utomo, Beni. - : figshare, 2020
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7	Anchoring number talks
	Biro, K.; Dick, Lara
	In: Faculty Journal Articles (2019)
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8	Talking about standardized units in preschool – supporting language and mathematical learning
	Keuch, Sarah; Brandt, Birgit
	In: CERME11 ; Eleventh Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-02435329 ; Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands ; www.cerme11.org (2019)
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9	Language hurdles on the way to an understanding of length in early mathematics education
	Keuch, Sarah; Brandt, Birgit
	In: Proceedings of the IV ERME Topic Conference 'Classroom-based research on mathematics and language' (pp. 89-95) ; https://hal.archives-ouvertes.fr/hal-01856483 ; Proceedings of the IV ERME Topic Conference 'Classroom-based research on mathematics and language' (pp. 89-95), Mar 2018, Dresde, Germany ; http://www.mathematik.uni-dortmund.de/~prediger/ERME/18-ETC4_Proceedings-Complete.pdf (2018)
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10	Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ... : Influencing factors of mathematical competences before school entry ...
	Sale, Alissa; Schell, Annika; Koglin, Ute. - : Pabst Science Publishers, 2018
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11	Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ; Influencing factors of mathematical competences before school entry
	Sale, Alissa; Schell, Annika; Koglin, Ute...
	In: Empirische Sonderpädagogik 10 (2018) 4, S. 370-387 (2018)
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12	Integrating STEM into Preschool Education; Designing a Professional Development Model in Diverse Settings
	Brenneman, Kimberly; Lange, Alissa A.; Nayfeld, Irena
	In: ETSU Faculty Works (2018)
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13	Preliminary Effects of a Preschool Stem Professional Development Model on Teachers’ Attitudes and Beliefs
	Lange, Alissa A.; Jung, Kwanghee; Nayfeld, Irena...
	In: ETSU Faculty Works (2018)
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14	Effects of a Preschool Professional Development Model on Teacher Science and Math Knowledge
	Nayfeld, Irena; Lange, Alissa A.; Mano, Hagit
	In: ETSU Faculty Works (2018)
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15	Effects of a Math and Science Library-Based Bilingual Program on Preschoolers, Their Families, and the Library
	Lange, Alissa A.; Tian, Q.
	In: ETSU Faculty Works (2018)
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16	Didática da matemática em cursos de formação de educadores e professores
	Cabrita, I.. - : Fundação Carlos Chagas, 2018
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17	Code-Switching Explorations in Teaching Early Number Sense
	Arias de Sanchez, Gabriela; Gabriel, Martha A.; Anderson, Ann. - : Multidisciplinary Digital Publishing Institute, 2018
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18	The duck is the biggest-kindergartners talking about measurement and magnitudes
	Brandt, Birgit; Keuch, Sarah
	In: CERME 10 ; https://hal.archives-ouvertes.fr/hal-01937166 ; CERME 10, Feb 2017, Dublin, Ireland (2017)
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19	Inteligencia conectiva para la educación matemática infantil
	Novo, María Luisa; Alsina Pastells, Ángel; Marbán Prieto, José María; Berciano Alcaraz, Ainhoa
	In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 52, 2017, pags. 29-39 (2017)
	Abstract: The construction of a connective brain begins at the earliest ages of human development. However, knowledge about individual and collective brains provided so far by research has been rarely incorporated into Maths in Early Childhood classrooms. In spite of that, it is obvious that it is at these ages when the learning of mathematics acts as a nuclear element for decision- making, problem -solving, data- processing and the understanding of the world. From that perspective, this research aims to analyse the mathematics teaching-learning process at early ages based on connectionism, with the specific objectives being, on the one hand, to determine the features of mathematics practices which promote connections and, on the other hand, to identify different types of mathematics connections to enhance connective intelligence. The research was carried out over two consecutive academic years under an interpretative paradigm with a methodological approach combining Action Research and Grounded Theory. The results obtained allow the characterization of a prototype of a didactic sequence that promotes three types of mathematics connections for the development of connective intelligence in young children: conceptual, giving rise to links between mathematics concepts; teaching, linking mathematics concepts through an active methodology, and practical ones connecting maths with the environment. ; La construcción de un cerebro conectivo comienza en las edades más tempranas del desarrollo humano. Sin embargo, el conocimiento que ya se tiene sobre los cerebros individual y colectivo apenas se ha incorporado en el desarrollo del pensamiento matemático en Educación Infantil, donde comienzan a gestarse elementos clave para tomar decisiones, resolver problemas de la vida cotidiana, tratar con datos y comprender el entorno. Desde esta perspectiva la presente investigación marca como objetivo general analizar el proceso de enseñanza-aprendizaje de las matemáticas en Educación Infantil a partir del conexionismo, considerando como objetivos específicos, por un lado, determinar las características de una práctica matemática que promueva las conexiones y, por otro lado, identificar los distintos tipos de conexiones matemáticas para fomentar la inteligencia conectiva. La investigación se lleva a cabo a lo largo de dos años consecutivos bajo un paradigma interpretativo con un enfoque metodológico basado en el uso combinado de Investigación-Acción y Teoría Fundamentada. Los resultados han permitido concretar un prototipo de actividad o conjunto de actividades que, en forma de secuencia didáctica, promueve tres tipos de conexiones matemáticas para desarrollar la inteligencia conectiva en Educación Infantil: conceptuales, que producen nexos entre contenidos matemáticos diversos; docentes, que vinculan diversos conceptos matemáticos a través de una metodología activa y de vivenciar las experiencias matemáticas con otras materias; y prácticas, que relacionan las matemáticas con el entorno.
	Keyword: aplicación didáctica; cerebro conectivo; Conexionismo; Connectionism; connective brain; didactic application; didactic method; didactic strategies; early childhood education; Educación Infantil; educación matemática; enseñanza-aprendizaje; estrategias didácticas; mathematics education; metodología didáctica; teaching-learning
	URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=6037466
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20	Pre-Service Teachers’ Mathematics Language and Reflection in the Context of an Early Childhood Mathematics Methods Course
	Boyd, Soleil August. - 2016
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