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ERIC Number: EJ1060528
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1098-6065
Discussion from a Mathematics Education Perspective
Clements, Douglas; Sarama, Julie
Mathematical Thinking and Learning: An International Journal, v17 n2-3 p244-252 2015
In a review of the special issue, we conclude that the articles are research gems in the domain of preschool mathematics education. Most share several features, such as their perspective on research methodology and their view of mathematics thinking and learning. They address the cognitive architecture and processes and the developmental levels through which young children pass (the core constituent of research-based learning trajectories). Most of the authors use similar constructs and measures, a sign of a maturing research field. We hope such confluence begins to extend across groups from different disciplines. This could also serve the purpose of widening the research methodologies with those from mathematic education, such as those including theoretically-designed interventions and experimental designs.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A