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008			160111s2015 si | s |||| 0|eng d
020			_a9789812872159 _9978-981-287-215-9
035			_avtls000426664
039		9	_y201601111350 _zstaff
050		4	_aLC8-6691
245	1	0	_aMathematics and transition to school : _binternational perspectives / _cedited by Bob Perry, Amy MacDonald, Ann Gervasoni.
264		1	_aSingapore : _bSpringer Singapore : _bSpringer, _c2015.
300			_axiv, 330 páginas : _b22 ilustraciones, 7 ilustraciones en color.
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
490	0		_aEarly Mathematics Learning and Development, _x2213-9273
500			_aSpringer eBooks
505	0		_a1 Mathematics and Transition to School: Theoretical  Frameworks and Practical Implications -- Part I The Mathematics Young Children Bring to the First Year of School -- 2 Swimming Upstream in a Torrent of Assessment -- 3 Assessing Young Children’s Mathematical Understanding: Opportunities and Expectations at the Transition to School -- 4 Children’s Mathematical Knowledge Prior to Starting School and Implications for Transition -- 5 Transition to School: Prior to School Mathematical Skills and Knowledge of Low-Achieving Children at the End of Grade 1 -- 6 Let’s Count: Early Childhood Educators and Families Working in Partnership to Support Young Children’s Transitions in Mathematics Education -- 7 The Role of the Home Environment in Children’s Early Numeracy Development: A Canadian Perspective -- 8 Mathematics Teachers Responding to Children’s Resources to Create Learning for All -- Part II Continuity of Mathematics Curriculum and/or Pedagogy as Children Begin School -- 9 The Relationship Between Policy and Practice in the Early Mathematics Curriculum for Reception-Class Children in England -- 10 Scaling Up Early Mathematics Interventions: Transitioning with Trajectories and Technologies -- 11 Partnerships that Support Children’s Mathematics During the Transition to School: Perceptions, Barriers and Opportunities -- 12 The Culture of the Mathematics Classroom During the First School Years in Finland and Sweden -- 13 A New Zealand Perspective: Mathematical Progressions from Early Childhood to School through a Child Centred Curriculum? -- 14 The Impact of a Patterns and Early Algebra Program on Children’s Learning in Transition to School in Australian Indigenous Communities -- 15 Preschool Mathematics Learning and School Transition in Hong Kong -- Part III    Informal and Formal Mathematics and the Transition to School -- 16 Early Mathematics in Play Situations: Continuity of Learning -- 17 Mathematical Conversations that Challenge Children’s Thinking -- 18 Transition to School: Supporting Children’s Engagement in Mathematical Thinking Processes -- 19 Listening to Children’s Mathematics in School.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aPerry, Bob, _eeditor. _9372564
700	1		_aMacDonald, Amy, _eeditor. _9372565
700	1		_aGervasoni, Ann, _eeditor. _9372566
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9789812872142
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-981-287-215-9 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c325981 _d325981