Teaching and Learning Early Number

Ian Thompson is Visiting Professor at Edge Hill University, UK, and was a member of the Advisory Group for the National Numeracy Project, to which he was seconded for two years.

• Section 1:Setting the scene for teaching and learning early number1. Still not getting it right from the start? Carol Aubrey and Dondu Durmaz Section 2: The early stages of number acquisition2. Children’s beliefs about counting Penny Munn3.Mathematics through playKate Tucker4. The family countsRose Griffiths Section 3: The place of counting in number development5. Development in oral counting, enumeration, and counting for cardinalityJohn Threlfall6. Counting: what it is and why it matters Effie Maclellan7.Compressing the counting process: strength from the flexible interpretation of symbolsEddie GraySection 4: Extending counting to calculating 8. From counting to deriving number facts Ian Thompson9.Uses of counting in multiplication and division Julia AnghileriSection 5: Representation and calculation10.Children's mathematical graphics: young children calculating for meaningElizabeth Carruthers and Maulfry Worthington11.What do young children’s mathematical graphics tell us about the teaching of written calculation?Ian Thompson12.What’s in a picture? Understanding and representation in early mathematicsTony Harries, Patrick Barmby and Jennifer Suggate13.Mathematical learning and the use of information and communications technology in the early yearsSteve Higgins Section 6:Assessing young children’s progress in number14.Interview-based assessment of early number knowledgeRobert J. Wright15.Addressing errors and misconceptions with young childrenIan ThompsonSection 7:Towards an early years mathematics pedagogy 16.‘How do you teach nursery children mathematics?’ In search of a mathematics pedagogy for the early years Sue Gifford