Written for pre-service and in-service educators, as well as parents of children in preschool through grade five, this book connects research in cognitive development and math education to offer an accessibly written and practical introduction to the science of elementary math learning. Structured according to children’s mathematical development, How Children Learn Math systematically reviews and synthesizes the latest developmental research on mathematical cognition into accessible sections that explain both the scientific evidence available and its practical classroom application. Written by an author team with decades of collective experience in cognitive learning research, clinical learning evaluations, and classroom experience working with both teachers and children, this amply illustrated text offers a powerful resource for understanding children’s mathematical development, from quantitative intuition to word problems, and helps readers understand and identify math learning difficulties that may emerge in later grades. Aimed at pre-service and in-service teachers and educators with little background in cognitive development, the book distills important findings in cognitive development into clear, accessible language and practical suggestions. The book therefore serves as an ideal text for pre-service early childhood, elementary, and special education teachers, as well as early career researchers, or as a professional development resource for in-service teachers, supervisors and administrators, school psychologists, homeschool parents, and other educators.
A leading expert on twins delves into the stories behind her research to reveal the profound joys and real-life traumas of 12 remarkable sets of twins, triplets, and quadruplets. Segal unravels these moving stories with an eye for the challenges that life as a twin (or triplet or quadruplet) can pose to parents, friends, and spouses, as well as the twins themselves.
The essays gathered in this volume present multifaceted considerations of the intersection of objects and gender within the cultural contexts of late medieval France and England. Some take a material view of objects, showing buildings, books, and pictures as sites of gender negotiation and resistance and as extensions of women’s bodies. Others reconsider the concept of objectification in the lives of fictional and historical medieval women by looking closely at their relation to gendered material objects, taken literally as women’s possessions and as figurative manifestations of their desires. The opening section looks at how medieval authors imagined fictional and legendary women using particular objects in ways that reinforce or challenge gender roles. These women bring objects into the orbit of gender identity, employing and relating to them in a literal sense, while also taking advantage of their symbolic meanings. The second section focuses on the use of texts both as objects in their own right and as mechanisms by which other objects are defined. The possessors of objects in these essays lived in the world, their lives documented by historical records, yet like their fictional and legendary counterparts, they too used objects for instrumental ends and with symbolic resonances. The final section considers the objectification of medieval women’s bodies as well as its limits. While this at times seems to allow for a trade in women, authorial attempts to give definitive shapes and boundaries to women’s bodies either complicate the gender boundaries they try to contain or reduce gender to an ideological abstraction. This volume contributes to the ongoing effort to calibrate female agency in the late Middle Ages, honoring the groundbreaking work of Carolyn P. Collette.
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