This qualitative case study aims to address the ways that pre-service mathematics teachers (PSTs) used a rope in a daylong research meeting for cognitive development of children's understanding of counting numbers in Tanzanian elementary schools. Three university mathematics pre-service teachers volunteered participating in this study. Collective…

"Where Mathematics Comes From" (Lakoff & Núñez 2000) proposed that mathematical concepts such as arithmetic and counting are constructed cognitively from embodied metaphors of actions on physical objects, and four actions, or 'grounding metaphors' in particular: collecting, stepping, constructing and measuring. This article argues…

This study examined the pedagogical content knowledge of pre-service preschool teachers on quantity concepts in terms of children's mistakes. A total of 94 pre-service teachers who were attending a teacher training program at a state university, in Turkey, participated this study. 52 of them were second-year, and 42 of them were third-year…

Understanding place value is a critical and foundational competency for elementary mathematics. Classroom teachers who endeavor to promote place-value development adopt a variety of established practices to varying degrees of effectiveness. In parallel, researchers have validated models of how young children acquire place-value understanding.…

Students with special needs require unique intervention strategies as they enter infant care and preschool environments. The techniques and materials discussed in this paper are designed especially for the child's unique abilities and disabilities. This paper will also focus on the skills needed for infants who have been identified as requiring…

This article elaborates on three principles which are the foundation of the developmental approach to early childhood education. These principles are multiage grouping, nongraded curricular materials, and interactive teaching. (IAH)

A project conducted several years ago to develop informal mathematical learning experiences at kindergarten level is compared with the results of the work-book type (formal) program being used at that time. It is hypothesized that kindergarten pupils who study mathematical concepts in a planned, sequential, systematic, but non-workbook (informal)…

Field experience during teacher preparation enables the prospective teacher to observe children as they develop -- emotionally, socially, intellectually, and physically. Children, at different stages of development, exhibit characteristics of behavior which may or may not affect how and what they learn in the formal classroom environment. Thus,…

This document was developed to provide some perspectives on the use of case studies and other clinical approaches in mathematics education. A large portion of the paper contrasts several research strategies, discussing in detail some of the procedures and results of three distinctive types of clinical studies. The perspectives and the premises of…