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"Is children's language acquisition based on innate linguistic structures or built from cognitive and communicative skills? This book summarises the major theoretical debates in all of the core domains of child language acquisition research (phonology, word-learning, inflectional morphology, syntax and binding) and includes a complete introduction to the two major contrasting theoretical approaches: generativist and constructivist. For each debate, the predictions of the competing accounts are closely and even-handedly evaluated against the empirical data. The result is an evidence-based review of the central issues in language acquisition research that will constitute a valuable resource for students, teachers, course-builders and researchers alike"--

Children --- Language acquisition --- Language arts (Early childhood) --- Verbal ability in children --- #KVHB:Taalontwikkeling --- Child psychology --- Language arts --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Language --- Study and teaching (Early childhood) --- Study and teaching --- Acquisition --- Vocabulary --- Language acquisition. --- Verbal ability in children. --- Language. --- Arts and Humanities --- Language & Linguistics

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In recent years there has been increased interest in the development of students’ algebraic thinking in the elementary and middle school grades. This important and timely new volume contains the most comprehensive collection of research focused on early algebraization. The volume’s authors—leading international mathematics education scholars—present perspectives on early algebraization that promote a global dialogue on the topic. Research is presented from many parts of the world, including Asia, Australasia, Western and Eastern Europe, and North America. The volume authors consider issues concerning early algebraization from three fundamental perspectives—curricular, cognitive, and instructional. The chapters in this volume not only represent the state of the art about research on early algebraization, but also provide suggestions for future research. “This volume on early algebraization reveals the rich diversity that characterizes the rapidly evolving field of early algebra .… this volume offers to researchers, teachers, curriculum developers, professional development educators, and policy makers alike some of the most recent thinking in the field.” (Carolyn Kieran).

Algebra -- Study and teaching. --- Mathematics -- Research. --- Mathematics -- Study and teaching. --- Mathematics --- Education --- Social Sciences --- Physical Sciences & Mathematics --- Algebra --- Education, Special Topics --- Study and teaching (Early childhood) --- Mathematics. --- Curriculum planning. --- Mathematics Education. --- Teaching and Teacher Education. --- Learning & Instruction. --- International and Comparative Education. --- Curriculum Studies. --- Curriculum development --- Instructional systems --- Planning --- Math --- Science --- Curricula --- Design --- Mathematical analysis --- algebra --- matematikk --- utdanning --- matematikkundervisning --- matematikkdidaktikk --- komparativ utdanning --- grunnskolen --- barneskolen --- læreplaner --- Mathematics—Study and teaching . --- Teaching. --- Learning. --- Instruction. --- International education . --- Comparative education. --- Curriculums (Courses of study). --- Education—Curricula. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Learning process --- Comprehension --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Pedagogical content knowledge --- Training --- History