[{"date_updated":"2023-06-20T19:16:42Z","publisher":"Springer International Publishing","author":[{"full_name":"Cooke, Audrey","last_name":"Cooke","first_name":"Audrey"},{"last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","id":"72183","full_name":"Bruns, Julia","first_name":"Julia"}],"date_created":"2023-01-12T15:36:28Z","title":"Early Childhood Educators’ Issues and Perspectives in Mathematics Education","doi":"10.1007/978-3-319-73432-3_14","publication_status":"published","publication_identifier":{"isbn":["978-3-319-73432-3"]},"place":"Cham, Switzerland","year":"2018","citation":{"bibtex":"@inbook{Cooke_Bruns_2018, place={Cham, Switzerland}, title={Early Childhood Educators’ Issues and Perspectives in Mathematics Education}, DOI={<a href=\"https://doi.org/10.1007/978-3-319-73432-3_14\">10.1007/978-3-319-73432-3_14</a>}, booktitle={Contemporary Research and Perspectives on Early Childhood Mathematics Education}, publisher={Springer International Publishing}, author={Cooke, Audrey and Bruns, Julia}, editor={Elia, Iliada and Mulligan, Joanne and Anderson, Ann and Baccaglini-Frank, Anna and Benz, Christiane}, year={2018}, pages={267–289} }","mla":"Cooke, Audrey, and Julia Bruns. “Early Childhood Educators’ Issues and Perspectives in Mathematics Education.” <i>Contemporary Research and Perspectives on Early Childhood Mathematics Education</i>, edited by Iliada Elia et al., Springer International Publishing, 2018, pp. 267–289, doi:<a href=\"https://doi.org/10.1007/978-3-319-73432-3_14\">10.1007/978-3-319-73432-3_14</a>.","short":"A. Cooke, J. Bruns, in: I. Elia, J. Mulligan, A. Anderson, A. Baccaglini-Frank, C. Benz (Eds.), Contemporary Research and Perspectives on Early Childhood Mathematics Education, Springer International Publishing, Cham, Switzerland, 2018, pp. 267–289.","apa":"Cooke, A., &#38; Bruns, J. (2018). Early Childhood Educators’ Issues and Perspectives in Mathematics Education. In I. Elia, J. Mulligan, A. Anderson, A. Baccaglini-Frank, &#38; C. Benz (Eds.), <i>Contemporary Research and Perspectives on Early Childhood Mathematics Education</i> (pp. 267–289). Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-319-73432-3_14\">https://doi.org/10.1007/978-3-319-73432-3_14</a>","ieee":"A. Cooke and J. Bruns, “Early Childhood Educators’ Issues and Perspectives in Mathematics Education,” in <i>Contemporary Research and Perspectives on Early Childhood Mathematics Education</i>, I. Elia, J. Mulligan, A. Anderson, A. Baccaglini-Frank, and C. Benz, Eds. Cham, Switzerland: Springer International Publishing, 2018, pp. 267–289.","chicago":"Cooke, Audrey, and Julia Bruns. “Early Childhood Educators’ Issues and Perspectives in Mathematics Education.” In <i>Contemporary Research and Perspectives on Early Childhood Mathematics Education</i>, edited by Iliada Elia, Joanne Mulligan, Ann Anderson, Anna Baccaglini-Frank, and Christiane Benz, 267–289. Cham, Switzerland: Springer International Publishing, 2018. <a href=\"https://doi.org/10.1007/978-3-319-73432-3_14\">https://doi.org/10.1007/978-3-319-73432-3_14</a>.","ama":"Cooke A, Bruns J. Early Childhood Educators’ Issues and Perspectives in Mathematics Education. In: Elia I, Mulligan J, Anderson A, Baccaglini-Frank A, Benz C, eds. <i>Contemporary Research and Perspectives on Early Childhood Mathematics Education</i>. Springer International Publishing; 2018:267–289. doi:<a href=\"https://doi.org/10.1007/978-3-319-73432-3_14\">10.1007/978-3-319-73432-3_14</a>"},"page":"267–289","_id":"36485","user_id":"49063","department":[{"_id":"611"},{"_id":"97"}],"language":[{"iso":"eng"}],"type":"book_chapter","publication":"Contemporary Research and Perspectives on Early Childhood Mathematics Education","abstract":[{"lang":"eng","text":"This chapter presents an overview of the contributions in TSG 1: Early Childhood Mathematics Education at ICME-13 which focused on issues from the perspective of early childhood educators. A basic assumption of this chapter is that the opportunities for young children to develop mathematical understandings and skills are influenced by several conditions at a macro, meso and micro level. First, curricula provide a framework for early mathematics teaching and learning with varying expectations (by teachers) about what can occur in the pre-school environment—informal learning (such as through play), content to learn and activities to experience. Second, early childhood educators’ mathematical knowledge, pedagogical knowledge, understandings, beliefs, and perceptions influence how they enact these expectations. These competencies can be developed and supported by professional learning. Third, educational programs, resources and activities used in the pre-school environment impact on the mathematical opportunities children engage in at the micro level."}],"editor":[{"first_name":"Iliada","last_name":"Elia","full_name":"Elia, Iliada"},{"last_name":"Mulligan","full_name":"Mulligan, Joanne","first_name":"Joanne"},{"last_name":"Anderson","full_name":"Anderson, Ann","first_name":"Ann"},{"last_name":"Baccaglini-Frank","full_name":"Baccaglini-Frank, Anna","first_name":"Anna"},{"full_name":"Benz, Christiane","last_name":"Benz","first_name":"Christiane"}],"status":"public"}]