Volume 52, Issue 4

Search all ZDM – Mathematics Education articles

August 2020

Research on Early Childhood Mathematics Teaching and Learning

Issue Editors:

Camilla Björklund,
Marja Heuvel-Panhuizen,
Angelika Kullberg

16 articles in this issue

Research on early childhood mathematics teaching and learning
Camilla Björklund
Marja van den Heuvel-Panhuizen
Angelika Kullberg
Survey Paper Open access 23 June 2020 Pages: 607 - 619
Creative insubordination of teachers proposing statistics and probability problems to children
Regina Célia Grando
Celi Espasandin Lopes
Original Article 28 May 2020 Pages: 621 - 635
Efficacy of a learning trajectory approach compared to a teach-to-target approach for addition and subtraction
Douglas H. Clements
Julie Sarama
Candace Joswick
Original Article 11 January 2020 Pages: 637 - 648
Cardinality principle understanding: the role of focusing on the subitizing ability
Veena Paliwal
Arthur J. Baroody
Original Article 16 March 2020 Pages: 649 - 661
Supporting early mathematical development through a ‘pattern and structure’ intervention program
Joanne Mulligan
Gabrielle Oslington
Lyn English
Original Article 20 February 2020 Pages: 663 - 676
The development and influencing factors of Kindergarteners’ mathematics problem solving based on cognitive diagnosis assessment
Li Li
Xin Zhou
Dongbo Tu
Original Article 02 April 2020 Pages: 677 - 690
Qualities of mathematical discourses in kindergartens
Per Sigurd Hundeland
Martin Carlsen
Ingvald Erfjord
Original Article Open access 21 February 2020 Pages: 691 - 702
Relations between play skills and mathematical skills in toddlers
Elin Reikerås
Original Article Open access 08 February 2020 Pages: 703 - 716
Setting the table with toddlers: a playful context for engaging in one-to-one correspondence
Dina Tirosh
Pessia Tsamir
Ruthi Barkai
Original Article 06 January 2020 Pages: 717 - 728
Are children’s spontaneous number focusing tendencies related to their home numeracy environment?
Sanne Rathé
Joke Torbeyns
Lieven Verschaffel
Original Article 10 January 2020 Pages: 729 - 742
Young students posing problem-solving tasks: what does posing a similar task imply to students?
Hanna Palmér
Jorryt van Bommel
Original Article Open access 14 January 2020 Pages: 743 - 752
Children’s perception of structures when determining cardinality of sets—results of an eye-tracking study with 5-year-old children
Priska Sprenger
Christiane Benz
Original Article Open access 03 February 2020 Pages: 753 - 765
Preschoolers’ different ways of structuring part-part-whole relations with finger patterns when solving an arithmetic task
Angelika Kullberg
Camilla Björklund
Original Article Open access 21 December 2019 Pages: 767 - 778
Eliciting preschoolers’ number abilities using open, multi-touch environments
Anna Baccaglini-Frank
Gemma Carotenuto
Nathalie Sinclair
Original Article 10 February 2020 Pages: 779 - 791
Deconstructing South African Grade 1 learners’ awareness of number in terms of cardinality, ordinality and relational understandings
Mike Askew
Hamsa Venkat
Original Article 17 January 2020 Pages: 793 - 804
Mapping kindergartners’ quantitative competence
Marja Van den Heuvel-Panhuizen
Iliada Elia
Original Article Open access 05 February 2020 Pages: 805 - 819

Volume 52, Issue 4

Research on early childhood mathematics teaching and learning

Creative insubordination of teachers proposing statistics and probability problems to children

Efficacy of a learning trajectory approach compared to a teach-to-target approach for addition and subtraction

Cardinality principle understanding: the role of focusing on the subitizing ability

Supporting early mathematical development through a ‘pattern and structure’ intervention program

The development and influencing factors of Kindergarteners’ mathematics problem solving based on cognitive diagnosis assessment

Qualities of mathematical discourses in kindergartens

Relations between play skills and mathematical skills in toddlers

Setting the table with toddlers: a playful context for engaging in one-to-one correspondence

Are children’s spontaneous number focusing tendencies related to their home numeracy environment?

Young students posing problem-solving tasks: what does posing a similar task imply to students?

Children’s perception of structures when determining cardinality of sets—results of an eye-tracking study with 5-year-old children

Preschoolers’ different ways of structuring part-part-whole relations with finger patterns when solving an arithmetic task

Eliciting preschoolers’ number abilities using open, multi-touch environments

Deconstructing South African Grade 1 learners’ awareness of number in terms of cardinality, ordinality and relational understandings

Mapping kindergartners’ quantitative competence

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