Early Mathematics Learning

<p>Table of Contents</p><p>0-1 Introduction</p><p>Christiane Benz, Birgit Brandt, Ulrich Kortenkamp, Götz Krummheuer,  Silke Ladel and Rose Vogel        </p><p>0-2 A dance of instruction with construction in mathematics education</p><p>Norma Presmeg</p><p>1-1 It is quite confusing isn’t it? – Implications of a National policy on mathematics teaching on the dance of instruction and construction of knowledge in the teaching of place value through manipulatives</p><p>Judy Sayers and Patti Barber</p><p>1-2 Mathematical teaching moments: between instruction and construction</p><p>Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg</p><p></p><p>1-3 “I have a little job for you” – Instructional practices in interaction processes between kindergarten teachers and young children in Germany</p><p>Birgit Brandt</p><p></p><p>1-4 The Relationship between cultural Expectation and the local Realization of a Mathematics learning Environment</p><p>Götz Krummheuer</p><p></p><p>1-5 The Reflection of Spatial Thinking on the Interactional Niche in the Family – Interactional Niche in the Development of Mathematical Thinking (NMT) in Familial Situations   </p><p>Ergi Acar Bayraktar</p><p></p><p>2-1 The Roots of Mathematising in Young Children’s Play Bert van Oers</p><p></p><p>2-2 Non-canonical Solutions in Children-Adult Interactions—A Case Study of the Emergence of Mathematical Creativity</p><p>Melanie Münz</p><p></p><p>2-3 The Interplay between Gesture and Speech - Second Graders solve Mathematical Problems  </p><p>Melanie Huth</p><p></p><p>2-4 Children’s Constructions in the Domain of Geometric Competencies (in two different instructional settings)</p><p>Andrea Simone Maier, Christiane Benz</p><p></p><p>2-5 Identifying quantities – Children’s constructions to compose collections from parts or decompose collections into parts</p><p>Christiane Benz</p><p></p><p>3-1 Children’s engagement with mathematics in kindergarten mediated by the use of digital tools</p><p>M. Carlsen, I. Erfjord, &amp; P. S. Hundeland</p><p></p><p>3-2 Mathematical Situations of Play and Exploration as an Empirical Research Instrument           </p><p>Rose Vogel</p><p></p><p>3-3 Number concepts — processes of internalization and externalization by the use of multi-touch technology</p><p>Silke Ladel and Ulrich Kortenkamp</p><p></p><p>4-1 Intentional Teaching: Integrating the Processes of Instruction and Construction to Promote Quality Early Mathematics Education</p><p>Jie-Qi Chen and Jennifer McCray</p><p></p><p>4-2 Professionalization of Early Childhood Educators with a Focus on Natural Learning Situations and Individual Development of Mathematical Competencies: Results from an Evaluation Study   19</p><p>Hedwig Gasteiger</p><p></p><p>4-3 Employing the CAMTE framework: Focusing on preschool teachers’ knowledge and self-efficacy related to students’ conceptions</p><p>Pessia Tsamir, Dina Tirosh, Esther Levenson, Michal Tabach, Ruthi Barkai</p><p></p><p>4-4 Early enhancement of kindergarten children potentially at risk in learning school mathematics – Design and quantitative findings of an intervention study</p><p>Andrea Peter-Koop, Meike Grüßing</p>