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Mathematics for Young Learners: A Guide for South African Educators, 1st Edition

Rosalind Charlesworth, Ph.D., Karen K. Lind, Dr Corné Kruger, Hermien Dreyer, Dr Dorothy Laubscher

  • {{checkPublicationMessage('Published', '2019-10-29T00:00:00+0000')}}
Starting At £20.17 See pricing and ISBN options
Mathematics for Young Learners: A Guide for South African Educators 1st Edition by Rosalind Charlesworth, Ph.D./Karen K. Lind/Dr Corné Kruger/Hermien Dreyer/Dr Dorothy Laubscher

Overview

Mathematics for Young Learners, A Guide for South African Educators is designed to be used by students in training and by teachers in service in early childhood education and Grade R. It was developed in line with the requirements set out by the Curriculum and Assessment Policy Statement (CAPS), which sets out the curriculum for Foundation Phase mathematics. To the student, this text introduces the excitement and extensiveness of mathematics experiences in programmes for young children. For teachers in the field, it presents an organised, sequential approach to creating a developmentally appropriate mathematics curriculum for preschool and primary school children.Mathematics for Young Learners, A Guide for South African Educators is designed to be used by students in training and by teachers in service in early childhood education and Grade R. It was developed in line with the requirements set out by the Curriculum and Assessment Policy Statement (CAPS), which sets out the curriculum for Foundation Phase mathematics. To the student, this text introduces the excitement and extensiveness of mathematics experiences in programmes for young children. For teachers in the field, it presents an organised, sequential approach to creating a developmentally appropriate mathematics curriculum for preschool and primary school children.

Rosalind Charlesworth, Ph.D.

Rosalind Charlesworth, Ph.D., was professor emerita and retired department chair in the Department of Child and Family Studies at Weber State University in Ogden, Utah. Dr. Charlesworth’s career in early childhood education included experiences with both typical and non-typical young children in laboratory schools, public schools and day care centers, plus research in social and cognitive development and behavior. Throughout her career, she was known for her contributions to research on early childhood teachers' beliefs and practices.

Karen K. Lind

Dr Karen K. Lind is the former Director of the Center for Mathematics, Science and Technology (CeMaST) at Illinois State University (Normal, Illinois), where she holds a joint appointment as Professor of Curriculum & Instruction and Professor of Biological Sciences. Dr Lind is a Professor Emerita in the Department of Teaching and Learning at the University of Louisville in Kentucky, where she is the Recipient of the Distinguished Teaching Professor award from the university.

Dr Corné Kruger

Dr Corné Kruger is a lecturer in Early Childhood Education, specialising in Emerging Mathematics and Work-integrated Learning offered by the Unit of Open Distance Learning of the North-West University (Potchefstroom campus). Before joining the academia in 2015, she was a Grade R teacher for 20 years. Her research focus is on strategies to support the development of applied competence of teachers within distance learning teacher education programmes, including self-directed learning and the development of a reflective and inquiry-based practice.

Hermien Dreyer

Hermien Dreyer joined North-West University in 2007 as a Mathematics lecturer in the Faculty of Education (Potchefstroom campus) after 20 years as mathematics teacher in the Senior/FET phase. Working with mathematics learners on various levels, and experiencing the barriers caused by ineffectual mathematical concept forming in the early years, motivated her to also become involved in emerging mathematics learning in the early years. Her research interest is the enhancement of undergraduate mathematics students' self-directedness with specific focus on a flipped classroom approach in mathematics education.

Dr Dorothy Laubscher

Dr Dorothy Laubscher is a senior lecturer in Mathematics Education in the Faculty of Education at North-West University. She has been working in the field of education (both secondary and tertiary) for the past 24 years. Her research interests include mathematics education, technology enhanced learning, self-directed learning, blended learning and cooperative learning. Dorothy was also selected as one of three research fellows to complete a four-month fellowship in Brig, Switzerland, under guidance of the UNESCO Chair for Personalised and Adaptive Distance Education. She acts as supervisor for post-graduate students and has published on national and international level.
  • South African examples and references contextualise the theory.
  • The ‘Technology for young children’ box addresses the increasing role that technology tools are playing in children’s education.
  • Recent insights on instruction for learners with special needs help readers think about and determine how they will adapt their teaching style to include all children.
  • The text focuses on the South African curriculum, ensuring that the requirements, as presented in the CAPS, are met.
  • Coverage of important topics in the field, including expanded discussion of infants and toddlers, multicultural classroom learning and strategies, and multicultural integration, makes this a comprehensive and up-to-date guide.
PART 1: Concept Development in Mathematics
1 How concepts develop
2 How concepts are acquired
3 Promoting young children’s concept development through problem solving
4 Assessing the child’s developmental level
PART 2: Fundamental Concepts and Skills
5 One-to-one correspondence
6 Number sense and counting
7 Logic and classifying
8 Comparing
9 Early geometry: Shape
10 Early geometry: Spatial sense
11 Parts and wholes
12 Language and concept formation
13 Fundamental concepts for integrating numeracy skills
PART 3: Applying Fundamental Concepts, Attitudes, and Skills
14 Ordering, seriation and patterning
15 Measurement: Volume, mass, length and temperature
16 Measurement: Time
17 Interpreting data using graphs
18 Applying and integrating fundamental concepts with science in Grade R
19 Integrating the curriculum through dramatic play and thematic units and projects
PART 4: Symbols and Higher-Level Activities and Concepts
20 Number symbols
21 Groups and symbols
22 Higher-level activities and concepts
23 Operations with whole numbers

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  • ISBN-10: 1473758947
  • ISBN-13: 9781473758940
  • RETAIL £20.17

  • ISBN-10: 1473758505
  • ISBN-13: 9781473758506
  • RETAIL £26.99