Mathematics Education in the Early Years

Martin Carlsen is a Professor in the Department of Mathematical Sciences at the University of Agder.Ingvald Erfjord is an Associate Professor in the Department of Mathematical Sciences at the University of Agder.Per Sigurd Hundeland is an Associate Professor in the Department of Mathematical Sciences at the University of Agder.

• Introduction.- Chapter 1: Early Years Mathematics: Semiotic and Cultural Mediation.- Chapter 2: Play and the production of subjectivities in kindergarten.- Chapter 3: Young children's early mathematical competencies: The role of spontaneous focusing tendencies.- Chapter 4:              “Pedagogical” mathematics during play at home: An exploratory study.- Chapter 5: Measuring rice as a bridge across discrete and continuous.- Chapter 6: Ways of using fingers in preschoolers’ numerical reasoning.- Chapter 7: A case study analysing subset- knowers’ cross-domain mapping of numerosity in path navigation from a perspective of conceptual metaphor theory.- Chapter 8: Organisation of Children’s turn-taking in small group interactions in kindergarten.- Chapter 9: Situational Perception in Mathematics (SPiM) – Results of a cross-country study in Austria and Norway.- Chapter 10: Problem-solving and argumentation in kindergarten through strategy games.- Chapter 11: Pictures, gestures and discourses: a case study with Kindergarten students discovering Lego bricks.- Chapter 12: How early childhood education students reflect on supporting children in spontanous mathematical.- Chapter 13: Kindergarten teacher´s stories about problem Posing and the Problem solving of young. Chapter 14: “You’re already bigger than the giraffe!” – The use of adjectives in Measurement.- Chapter 15: Mathematics activities: sense making by Norwegian parents.- Chapter 16: Mathematical problem solving visualized in outdoor activities.- Chapter 17: Is patterning a mathematical activity? – An analysis of young children’s strategies in working with repeating patterns.- Chapter 18: Children’s conception of geometric shapes.- Chapter 19: Thinking in movements at kindergarten.- Chapter 20: Framing mathematics teaching with narratives – The ambiguity of goldilocks.- Chapter 21: Kindergarten teacher’s knowledge to support pupils’ mathematical discussion on measurement strategies and procedures.- Chapter 22: Counting and quantity related tasks and principles from a cultural semiotic perspective.- Chapter 23: Supporting the development of mental calculation strategies.- Chapter 24: The semiotic resources children use in their explanations of hypothetical situations.- Chapter 25: Perceiving and using structures when determining the cardinality of sets – a case study.- Chapter 26: Teaching Mathematics in Kindergarten and School.- Chapter 27: Copying repeating patterns: teachers’ implementations and children’s strategies.- Chapter 28: Mathematical activity in early childhood and the role of generalization.