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Children Doing Mathematics
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Children Doing Mathematics provides a reliable and up to datereview of the substantial recent work in children mathematicalunderstanding. The authors also present important new research onchildren s understanding of number, measurement, arithmeticoperation and fractions both in and out of school.The central theme of Children Doing Mathematics is that there arecrucial conditions for children s mathematical learning. Firstly,children have to come to grips with conventional mathematicalsystems. Secondly, but equally important, they have to be able topresent mathematical knowledge in a way that so...
Children Doing Mathematics provides a reliable and up to datereview of the substantial recent work in children mathematicalunderstanding. The authors also present important new research onchildren s understanding of number, measurement, arithmeticoperation and fractions both in and out of school.
The central theme of Children Doing Mathematics is that there arecrucial conditions for children s mathematical learning. Firstly,children have to come to grips with conventional mathematicalsystems. Secondly, but equally important, they have to be able topresent mathematical knowledge in a way that solves problems. Thebook also discusses how mathematical activities and knowledgeinvolve much more than what is currently viewed as mathematics inthe school curriculum. Most recent work illustrates how childrencan be successful in mathematical activities outside school whereasthey fail in similar activities in the classroom. Through these twounderlying themes the authors bring together discussions onconventional mathematical learning and on real life mathematicalsuccess. In so doing, they also highlight new and better ways ofanalysing children s abilities and of advancing their learning inschool.
The central theme of Children Doing Mathematics is that there arecrucial conditions for children s mathematical learning. Firstly,children have to come to grips with conventional mathematicalsystems. Secondly, but equally important, they have to be able topresent mathematical knowledge in a way that solves problems. Thebook also discusses how mathematical activities and knowledgeinvolve much more than what is currently viewed as mathematics inthe school curriculum. Most recent work illustrates how childrencan be successful in mathematical activities outside school whereasthey fail in similar activities in the classroom. Through these twounderlying themes the authors bring together discussions onconventional mathematical learning and on real life mathematicalsuccess. In so doing, they also highlight new and better ways ofanalysing children s abilities and of advancing their learning inschool.
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