Abstract
In this chapter, we introduce the focus of the book and each of the individual chapters. The main objective of this book is to explore early mathematical learning and cognition from interdisciplinary perspectives. The book aims to make a holistic contribution to understanding the conditions under which children sharpen and extend their mathematical thinking in a variety of settings. The chapters reflect interdisciplinary perspectives. The three sections of the book are organized around developmental periods in cognition: (1) infancy and preschool; (2) the beginning of formal schooling; and (3) elementary education. The studies intentionally borrow from different disciplines, but also reside in both research and practice, with clear implications for practice—whether that is in home settings, preschool settings, or schools.
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Kotsopoulos, D., Robinson, K.M., Osana, H.P. (2019). Early Mathematical Minds: Interdisciplinary Perspectives on Early Mathematical Learning and Cognition. In: Robinson, K., Osana, H., Kotsopoulos, D. (eds) Mathematical Learning and Cognition in Early Childhood. Springer, Cham. https://doi.org/10.1007/978-3-030-12895-1_1
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DOI: https://doi.org/10.1007/978-3-030-12895-1_1
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