000			01920nam a22002177a 4500
003			OSt
005			20240902155712.0
008			190613b ||||| |||| 00| 0 eng d
020			_a9780821868737
040			_cEducational Supplies _aICTS-TIFR
050			_aQA20.G35
100			_aZvonkin A. K.
245			_aMath from three to seven _b : the story of a mathematical circle for preschoolers
260			_aUSA: _bAMS, _c[c2011]
300			_a300 p
505			_aIntroduction Chapter 1- The first session: Narrative and reflections Chapter 2- The boys’ math circle, year one Chapter 3- Children and (52): The story of one problem Chapter 4- The boys’ math circle, year two Chapter 5- Notation, abstraction, mathematics, and language Chapter 6- The boys’ math circle, year three Chapter 7- The boys’ math circle, final six months Chapter 8- At home and in school Chapter 9- The girls’ math circle, year one Chapter 10- The girls’ math circle, year two
520			_aThis book is a captivating account of a professional mathematician's experiences conducting a math circle for preschoolers in his apartment in Moscow in the 1980s. As anyone who has taught or raised young children knows, mathematical education for little kids is a real mystery. What are they capable of? What should they learn first? How hard should they work? Should they even “work” at all? Should we push them, or just let them be? There are no correct answers to these questions, and the author deals with them in classic math-circle style: he doesn't ask and then answer a question, but shows us a problem—be it mathematical or pedagogical—and describes to us what happened. His book is a narrative about what he did, what he tried, what worked, what failed, but most important, what the kids experienced.
700			_aTranslated by Yarkho, Alla
700			_aTranslation edited by Zeitz, Paul
942			_2lcc _cBK
999			_c2724 _d2724