Counting and Measuring : : An Approach to Number Education in the Infant School / / Eileen Churchill.

• Superior document: Title is part of eBook package: De Gruyter University of Toronto Press eBook-Package Archive 1933-1999
• VerfasserIn: Churchill, Eileen,
• MitwirkendeR: Meredith, G. Patrick,
• Place / Publishing House: Toronto : : University of Toronto Press, , [2017]; ©1961
• Year of Publication: 2017
• Language: English
• Series: Heritage
• Physical Description: 1 online resource (242 p.)
• Other title: Frontmatter --; Contents --; Plates --; Figures --; Foreword --; Preface --; Chapter One. About Caroline and Others --; Chapter Two. The Beginnings of Numbering --; Chapter Three. The Growth of Number Systems --; Chapter Four. The Beginnings of Understanding --; Chapter Five. The Origins of Symbolism --; Chapter Six. From the Concrete to the Abstract --; Chapter Seven. From Comparison to Measurement --; Chapter Eight. From Counting to Calculation --; Chapter Nine. An Exploration of Space --; Chapter Ten. The Role of the Teacher --; Bibliography --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781442652798; 9783110490947
• DOI: 10.3138/9781442652798
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Eileen Churchill.

The teaching of numbers in the primary grades is seen in this book as the foundation of the beginnings of mathematical understanding. Mathematics is taken to be a language, and the aim of its teaching is to make the pupil, so to speak, bilingual, or so to increase his understanding that he is able to translate a concrete numerical problem into the symbolic language of calculation. For a child taught along these lines, how much easier, for example, would be the transition from arithmetic to algebra!Miss Churchill is fully conversant with the works of Piaget, Cuisenaire, Cassirer and other leading thinkers in educational philosophy, psychology, and linguistics. She has synthesized their concepts with her own experience and research at Leeds University, and, though written within the contexts of British education, her book should also have a marked influence on the teaching of young children in North America.