Mathematics Education in the Early Years

Introduction.- An historical overview of early education policy and pedagogy: Global perspectives and particular examples.- Very Young Children.- Playing with patterns - Lessons learned from a learning study with toddlers.- Creating a mathematics environment.- Learning and teaching.- What is the difference? Young children learning mathematics through problem solving.- Children´s Play as a Starting Point for Teaching Mathematics in Preschool.- Opportunities to learn mathematics while playing traditional dice games.- Poor mathematics performance of South African students points towards poor mathematics foundation of young children.- Mathematical processes.- What is Play As a mathematical activity for preschool children?.- Mathematical reasoning at pre-school level.- Mathematically creative processes in early childhood.- Mathematical conversations in kindergarten.- Adaptivity as an developmental aspect of mathematical thinking in the early years.- Number understandings.- The Development of the Competence of Counting in a Child between three and six years with a specific Language Impairment.- Development of a flexible understanding of place value.- The role of conceptual subitising in the development of foundational number sense.- Mathematical content understandings.- „I spy with my little eye” … different components of a concept of length.- The Significance of the Equal Sign in The Development Of Early Algebraic Reasoning.- Technology in early childhood.- Tablets in Kindergarten – Seriously?!.- Preschool children’s learning to think mathematically using an interactive table.- Dragon box and algebraic thinking.- Transitions.- The interactional niche in the development of mathematical thinking (NMT) in the familial context.- Investigating the potential of home learning environments for early mathematics learning.- Families and educators working together to assist young children notice, explore and discuss mathematics.- Mathematical understanding in the transition from kindergarten to primary school.- Preschool Teachers.- How to promote preschool-teachers' mathematical awareness.- Reflection– An opportunity to connect different aspects of professional competencies in mathematics education.- From instruction to construction: Fostering preservice teachers' “mathematical awareness”.- Preschool teachers' operationalising of mathematical goals.- Post-script.