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- Publisher Website: 10.1007/978-981-10-1703-2_5
- Scopus: eid_2-s2.0-85018620991
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Book Chapter: Mathematics knowledge in early childhood: Intentional teaching in the third turn
Title | Mathematics knowledge in early childhood: Intentional teaching in the third turn |
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Authors | |
Issue Date | 2016 |
Citation | Mathematics knowledge in early childhood: Intentional teaching in the third turn. In Bateman, A & Church, A (Eds.), Children's Knowledge-in-Interaction: Studies in Conversation Analysis, p. 73-89. Singapore: Springer, 2016 How to Cite? |
Abstract | © Springer Science+Business Media Singapore 2017. Research that focuses on the quality of interactions in early childhood settings has shown the importance of attuned responses to facilitate children’s learning. This chapter details the practices of teachers designed to provide opportunities for children to demonstrate, explore and extend their mathematics knowledge. In other words, what intentional teaching looks like, and how it can be achieved in practice. Video-recorded observations of play-based numeracy activities across six early childhood education settings illustrate opportunities for learning and the importance of teacher talk, which is both evaluative and productive in facilitating participation of children with varying competencies. |
Persistent Identifier | http://hdl.handle.net/10722/273593 |
ISBN |
DC Field | Value | Language |
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dc.contributor.author | Cohrssen, Caroline | - |
dc.contributor.author | Church, Amelia | - |
dc.date.accessioned | 2019-08-12T09:56:04Z | - |
dc.date.available | 2019-08-12T09:56:04Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | Mathematics knowledge in early childhood: Intentional teaching in the third turn. In Bateman, A & Church, A (Eds.), Children's Knowledge-in-Interaction: Studies in Conversation Analysis, p. 73-89. Singapore: Springer, 2016 | - |
dc.identifier.isbn | 9789811017018 | - |
dc.identifier.uri | http://hdl.handle.net/10722/273593 | - |
dc.description.abstract | © Springer Science+Business Media Singapore 2017. Research that focuses on the quality of interactions in early childhood settings has shown the importance of attuned responses to facilitate children’s learning. This chapter details the practices of teachers designed to provide opportunities for children to demonstrate, explore and extend their mathematics knowledge. In other words, what intentional teaching looks like, and how it can be achieved in practice. Video-recorded observations of play-based numeracy activities across six early childhood education settings illustrate opportunities for learning and the importance of teacher talk, which is both evaluative and productive in facilitating participation of children with varying competencies. | - |
dc.language | eng | - |
dc.relation.ispartof | Children's Knowledge-in-Interaction: Studies in Conversation Analysis | - |
dc.title | Mathematics knowledge in early childhood: Intentional teaching in the third turn | - |
dc.type | Book_Chapter | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1007/978-981-10-1703-2_5 | - |
dc.identifier.scopus | eid_2-s2.0-85018620991 | - |
dc.identifier.spage | 73 | - |
dc.identifier.epage | 89 | - |