The Development of Early Childhood Mathematics Education

The Development of Early Childhood Mathematics Education, Volume 53 in the Advances in Child Development and Behavior series, includes chapters that highlight some of the most recent research in the field of developmental psychology. Users will find updated chapters on a variety of topics, including sections on The DREME Network: Research and Interventions in Early Childhood Mathematics, The Use of Concrete Experiences in Early Childhood Mathematics Instruction, Interventions in Early Mathematics: Avoiding Pollution and Dilution, Coaching in Early Mathematics, and Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count.

Each chapter provides in-depth discussions, with this volume serving as an invaluable resource for developmental or educational psychology researchers, scholars and students.

1. The DREME Network: Research and Interventions in Early  Childhood Mathematics Crystal Day-Hess and Douglas H. Clements, University of Denver 2. The Use of Concrete Experiences in Early Childhood Mathematics Instruction Arthur J. Baroody, University of Illinois at Urbana-Champaign 3. Interventions in Early Mathematics: Avoiding Pollution and Dilution Julie Sarama and Douglas H. Clements, University of Denver 4. Coaching in Early Mathematics Carrie Germeroth and Julie Sarama, University of Denver 5. Notice, Explore, and Talk About Mathematics: Making a Positive Difference for Preschool Children, Families, and Educators in Australian Communities That Experience Multiple Disadvantages Ann Gervasoni and Bob Perry, Monash University 6. Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count 7. Interventions for Primary School Children With Difficulties in Mathematics Shira K. Mattera, Pamela A. Morris, Robin Jacob and  Michelle Maier, and Natalia Rojas, New York University 8. Early Executive Function and Mathematics Relations: Correlation Does Not Ensure Concordance Michèle M.M. Mazzocco, Jenny Y.-C. Chan, and Allison M. Bock, University of Minnesota