000 06309cam a22005294i 4500
001 ocn841039454
003 OCoLC
005 20180722222743.0
006 m q c
006 g--- vn
007 vd cvu|zu
008 130416s2014 maua b 001 0 eng
010 _a 2013005299
040 _aDLC
_beng
_erda
_cDLC
_dBTCTA
_dIG#
_dOCLCA
_dYDXCP
_dOCLCF
_dUBY
_dOCLCO
_dTOH
_dBDX
_dEHH
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019 _a846544253
_a869802959
020 _a9780132946971
020 _a0132946971
035 _a(OCoLC)841039454
_z(OCoLC)846544253
_z(OCoLC)869802959
042 _apcc
092 _a372.7044
_bB884
049 _aNFGA
100 1 _aBrownell, Jeanine O'Nan.
_9305401
245 1 0 _aBig ideas of early mathematics :
_bwhat teachers of young children need to know /
_cJeanine O'Nan Brownell (M.S.), Jie-Qi Chen (Ph.D.), Lisa Ginet (Ed.D.) ; The Early Math Collaborative Erikson Institute.
250 _aFirst edition.
264 1 _aBoston :
_bPearson,
_c[2014]
300 _axii, 196 pages
_billustrations ;
_c24 cm. +
_e1 videodisc (DVD ; 4 3/4in.)
336 _atext
_2rdacontent
336 _3Accompanying DVD:
_atwo-dimensional moving image
_btdi
_2rdacontent
337 _aunmediated
_2rdamedia
337 _3Accompanying DVD:
_avideo
_bv
_2rdamedia
338 _avolume
_2rdacarrier
338 _3Accompanying DVD:
_avideodisc
_bvd
_2rdacarrier
346 _3Accompanying DVD:
_bNTSC
_2rda
347 _3Accompanying DVD:
_avideo file
_bDVD video
_eregion 0
_2rda
490 1 _aPearson professional development
504 _aIncludes bibliographical references and index.
505 0 _aCh. 1 Sets: Using Attributes to Make Collections -- Big Idea: Attributes Can Be Used to Sort Collections into Sets -- Big Idea: The Same Collection Can Be Sorted in Different Ways -- Big Idea: Sets Can Be Compared and Ordered -- Implications for Teaching -- ch. 2 Number Sense: Developing a Meaningful Sense of Quantity -- Big Idea: Numbers Are Used in Many Ways, Some More Mathematical than Others -- Big Idea: Quantity Is an Attribute of a Set of Objects, and We Use Numbers to Name Specific Quantities -- Big Idea: The Quantity of a Small Collection Can Be Intuitively Perceived without Counting -- Implications for Teaching -- ch. 3 Counting: More than Just 1,2,3 -- Big Idea: Counting Can Be Used to Find Out "How Many" in a Collection -- Big Idea: Counting Has Rules That Apply to Any Collection -- Implications for Teaching -- ch. 4 Number Operations: Every Operation Tells a Story -- Big Idea: Sets Can Be Changed by Adding Items (Joining) or by Taking Some Away (Separating) -- Big Idea: Sets Can Be Compared Using the Attribute of Numerosity and Ordered by More Than, Less Than, and Equal To -- Big Idea: A Quantity (Whole) Can Be Decomposed into Equal or Unequal Parts; The Parts Can Be Composed to Form the Whole -- Implications for Teaching -- ch. 5 Pattern: Recognizing Repetition and Regularity -- Big Idea: Patterns Are Sequences Governed by a Rule; They Exist Both in the World and in Mathematics -- Big Idea: Identifying the Rule of a Pattern Brings Predictability and Allows Us to Make Generalizations -- Big Idea: The Same Pattern Structure Can Be Found in Many Different Forms -- Implications for Teaching -- ch. 6 Measurement: Making Fair Comparisons -- Big Idea: Many Different Attributes Can Be Measured, Even When Measuring a Single Object -- Big Idea: All Measurement Involves a "Fair" Comparison -- Big Idea: Quantifying a Measurement Helps Us Describe and Compare More Precisely -- Implications for Teaching -- ch. 7 Data Analysis: Asking Questions and Finding Answers -- Big Idea: The Purpose of Collecting Data Is to Answer Questions When the Answers Are Not Immediately Obvious -- Big Idea: Data Must Be Represented in Order to Be Interpreted, and How Data Are Gathered and Organized Depends on the Question -- Big Idea: It Is Useful to Compare Parts of the Data and to Draw Conclusions about the Data as a Whole -- Implications for Teaching -- ch. 8 Spatial Relationships: Mapping the World Around Us -- Big Idea: Relationships between Objects and Places Can Be Represented with Mathematical Precision -- Big Idea: Our Own Experiences of Space and Two-Dimensional Representations of Space Reflect a Specific Point of View -- Big Idea: Spatial Relationships Can Be Visualized and Manipulated Mentally -- Implications for Teaching -- ch. 9 Shape: Developing Definitions -- Big Idea: Shapes Can Be Defined and Classified by Their Attributes -- Big Idea: The Flat Faces of Solid (Three-Dimensional) Shapes Are Two-Dimensional Shapes -- Big Idea: Shapes Can Be Combined and Separated (Composed and Decomposed) to Make New Shapes -- Implications for Teaching
520 _a"The Big Ideas that convey the core concepts of mathematics are at the heart of this new book that gives early childhood educators the skills they need to organize for mathematics teaching and learning during the early years. For teachers of children ages three through six, the book provides foundations for further mathematics learning and helps facilitate long-term mathematical understanding. It's the perfect guide for those who want to focus their instruction on mathematics that is central, coherent, and rigorous. In it, readers see clearly why building early foundations in math matters, why teachers' understanding of foundational math matters, and why the methods used to teach it matter. Developed by the Erikson Instituter's Early Math Collaborative team, the book groups the Big Ideas into nine chapter on topics that are familiar to early childhood teachers-sets, pattern and regularity, number, counting, operations, measurement, data analysis, shapes, and spatial thinking. The work is in keeping with the content strands identified by the National Council of Teachers of Mathematics (NCTM), and maps pathways to help teachers meet the Common Core State Standards for Mathematics." -- publisher website.
650 0 _aMathematics
_xStudy and teaching (Early childhood)
_941233
650 0 _aMathematics
_xStudy and teaching.
_9132058
700 1 _aChen, Jie-Qi.
_9305402
700 1 _aGinet, Lisa.
_9305403
710 2 _aErikson Institute.
_bEarly Math Collaborative.
_9305404
830 0 _aPearson professional development.
_9305405
994 _aC0
_bNFG
942 _cBOOK
_01
999 _c232399
_d232399