Young children's access to powerful mathematical ideas

By B. Perry, Sue Dockett. 2002

167 citations recorded by the source corpus.

Subfields: Applied Mathematics, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e0126462b3be555f0eed5b771304f93764ece5d8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Mathematics

In Education

In Statistics and Probability

Citations in the corpus

The mathematical knowledge and understanding young children bring to school (2006, background): “Perry and Dockett (2002) noted that: the Piagetian notion that classification, conservation, and ordering of number were foundational aspects on which many other aspects of number had to wait may have acted as a deterrent to the recognition and development of the extensive number repertoire of many…”
Towards understanding the origins of children's difficulties in mathematics learning (2011, background): “Mathematics learning in early childhood At an international level, attention is being directed towards improved early childhood mathematics learning with the goal of providing effective and accessible mathematics programs (Clements & Sarama, 2007; Perry & Dockett, 2008).”
A Thirty-Year Reflection on Constructivism in Mathematics Education in Pme (2006, background): “…students come up with mathematics tools that can help to organize and solve a problem set in a real-life situation” and vertical mathematization “is the process of reorganization within the mathematical system itself” (Van der Heuvel-Panhuizen, 1999, p. 4 cited in Perry & Dockett, 2002, p. 89).”
Picture Books Stimulate the Learning of Mathematics (2009, background): “Only recently has it been recognised that it is important for children to build up data sense from an early age (Perry & Dockett, 2002).”
Mathematics Education in the Early Years: Building Bridges (2009, background): “According to Perry & Dockett (2002, p. 103), in order to fulfil the role of the ‘knowing assistant and supporter’, a teacher needs to understand the mathematics that children are dealing with and to be aware of the many opportunities that present themselves for the learning of mathematics.”
Mathematical modelling in the early school years (2005, background): “As Perry and Dockett (2002) noted, it is important for us to be aware of and nurture the early genesis of argumentation, especially since it will form the basis of mathematical proof in later years.”
Reconceptualizing early mathematics learning (2013, background): “…that young children do possess cognitive capacities which, with appropriately designed and implemented learning experiences, can enable forms of reasoning not typically seen in the early grades (e.g., Clarke, Clarke, & Cheeseman, 2006; Papic, Mulligan, & Mitchelmore, 2009; Perry & Dockett, 2008).”