Full Product Details
Author: Daniel Ness ,
Stephen J. Farenga
Publisher: Bloomsbury Publishing Plc
Imprint: Rowman & Littlefield Publishers
Dimensions:
Width: 15.30cm
, Height: 1.90cm
, Length: 23.30cm
Weight: 0.458kg
ISBN: 9780742547896
ISBN 10: 0742547892
Pages: 282
Publication Date: 26 March 2007
Audience:
General/trade
,
General
Format: Paperback
Publisher's Status: Active
Availability: Awaiting stock
The supplier is currently out of stock of this item. It will be ordered for you and placed on backorder. Once it does come back in stock, we will ship it out for you.
Reviews
Significant for educators, parents, and researchers.... These are important findings that buttress the instructional goals of the National Council of Teachers of mathematics (NCTM) for young learners.... Thought-provoking quotes and...expansive use of examples.... The authors provide insights into the implications of the research for those concerned with the education of young children. This is one of the most comprehensive works to date on the spatial, geometric, and architectural thinking of young children. Overall, this book significantly contributes to our understanding of the oftentimes overlooked mathematical abilities of our youngest learners.--Jenifer Thornton American Journal Of Play, Spring 2009
Despite its importance in early childhood mathematics education, young children's block play has seldom been investigated in depth. But now the field is fortunate to have Ness and Farenga's detailed study of young children's use of blocks to explore basic ideas of space, geometry, and even architecture. This book shows how intellectually rich the opportunities that block play offers are, and how children--regardless of gender and socioeconomic status--make splendid and surprising use of them. This book should be of vital interest to early childhood educators!--Ginsburg, Herbert P.
Author Information
Daniel Ness, Ph.D. Columbia University, is an assistant professor in the Department of Human Development and Learning at Dowling College where he teaches courses in mathematics curriculum and instruction and cognitive development. He has taught mathematics at all levels, and his 10 years of clinical practice extends from teaching mathematics to conducting clinical interviews and diagnosing mathematical behaviors. Dr. Ness is the author of numerous articles on mathematics cognition and the development of spatial and geometric thinking. He is a contributing co-editor of ""After the Bell"" in Science Scope, a contributing author of Trivializing Teacher Education: The Accreditation Squeeze (Rowman & Littlefield), and co-editor of the Encyclopedia on Education and Human Development (M.E. Sharpe). Stephen J. Farenga, Ed.D. Columbia University, is an associate professor and former chairperson of the Department of Human Development and Learning at Dowling College. His research has appeared in major journals in science education, technology, and education of the gifted. Dr. Farenga has taught science for 15 years at the elementary and secondary levels and has served on the Commissioner's Advisory Council on the Arts in Education in New York State. Dr. Farenga has established an educational research clinic to examine methods of best practice and has served as a consultant for urban and suburban school districts. He is a contributing co-editor of ""After the Bell"" in Science Scope, a contributing author to Trivializing Teacher Education: The Accreditation Squeeze (Rowman & Littlefield), and co-editor of the Encyclopedia on Education and Human Development (M.E. Sharpe).
