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Supporting Mathematics for Young Children through Technology

Supporting Mathematics for Young Children through Technology
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Author(s): Angeline Powell (The University of Memphis, USA) and Beverly B. Ray (Idaho State University, USA)
Copyright: 2012
Pages: 23
Source title: Child Development and the Use of Technology: Perspectives, Applications and Experiences
Source Author(s)/Editor(s): Sally Blake (Flagler College, USA), Denise L. Winsor (University of Memphis, USA) and Lee Allen (University of Memphis, USA)
DOI: 10.4018/978-1-61350-317-1.ch008


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We owe a debt to our children. We have failed to prepare our students for global competiveness, especially in mathematics. As educators, we need to think about how we can support all learners at all levels, but perhaps we should begin in the early childhood years and concentrate on mathematics. This chapter is about technology in mathematics in the early childhood years. We write this because we believe that technology can be appropriately used in mathematics in the early years. We note however, that technology, like teacher quality, has profound and systemic problems with equity. We also acknowledge that technology for technology’s sake is not appropriate, particularly during the early years. We are taking responsibility for our debt, as we outline use of the National Association for the Education of Young Children (NAEYC) standards in conjunction with the National Council of Teachers of Mathematics (NCTM) as a framework for mathematics in the early years. We view technology as one means of supporting those standards.

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