Teaching and Learning Early Number

A response to growing unease with the structure of the number curriculum for young children recommended in official literature. Covers the numerical beliefs and understanding of pre-school children; the place of counting in number comprehension and in developing derived strategies for adding, subtracting, and multiplying; the Emergent Mathematics movement and written number work; and a variety of perspectives on teaching numbers to young children. Argues for bridging the gap between mental and written algorithms. Distributed by Taylor & Francis. Annotation c. by Book News, Inc., Portland, Or.