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With a focus on children's mathematical thinking, this second edition adds new material on the mathematical principles underlying children's strategies, a new online video that illustrates student teacher interaction, and examines the relationship between CGI and the Common Core State Standards for Mathematics.
Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education, attended by representatives from almost every state developing standards for young children's mathematics; federal government officials; mathematicians; mathematics educators; researchers from mathematics education, early childhood education, and psychology; curriculum developers; teachers; policymakers; and professionals from organizations such as the National Conference of Teachers of Mathematics and the National Association for the Education of Young Children. The main goal of the Conference was to work collectively to help those responsible for framing and implementing early childhood mathematics standards. Although it has its roots in the Conference, the expanded scope of the standards and recommendations covered in this book includes the full range of kindergarten to grade 2. The volume is organized into two main parts and an online appendix (http://www.gse.buffalo.edu/org/conference/). Part One, Major Themes and Recommendations, offers a framework for thinking about pre-kindergarten - grade 2 mathematics education and specific recommendations. Part Two, Elaboration of Major Themes and Recommendations, provides substantive detail regarding young students' understandings of mathematical ideas. Each Part includes five parallel subsections: "Standards in Early Childhood Education"; "Math Standards and Guidelines"; "Curriculum, Learning, Teaching, and Assessment"; "Professional Development"; and "Toward the Future: Implementation and Policy." As a whole the book: * presents comprehensive summaries of research that provide specific guidelines for standards, curriculum, and teaching; * takes the recent reports and recommendations for early childhood mathematics education to the next level; * integrates practical details and research throughout; and * provides a succinct, but thorough review of research on the topics, sequences, and learning trajectories that children can and should learn at each of their first years of life, with specific developmental guidelines that suggest appropriate content for each topic for each year from 2-year-olds to 7-year-olds. This is an indispensable volume for mathematics educators, researchers, curriculum developers, teachers and policymakers, including those who create standards, scope and sequences, and curricula for young children and professional teacher development materials, and students in mathematics education, early childhood trainers, teacher educators, and faculty in mathematics education.
Tap into the Power of Child-Led Math Teaching and Learning Everything a child does has mathematical value--these words are at the heart of this completely revised and updated third edition of The Young Child and Mathematics. Grounded in current research, this classic book focuses on how teachers working with children ages 3 to 6 can find and build on the math inherent in children's ideas in ways that are playful and intentional. This resource - Illustrates through detailed vignettes how math concepts can be explored in planned learning experiences as well as informal spaces - Highlights in-the-moment instructional decision-making and child-teacher interactions that meaningfully and dynamically support children in making math connections - Provides an overview of what children know about counting and operations, spatial relations, measurement and data, and patterns and algebra - Offers examples of informal documentation and assessment approaches that are embedded within classroom practice Deepen your understanding of how math is an integral part of your classroom all day, every day. Includes online video!
Educators of young children who don’t yet know the work of Marian Small are in for a gift—a treasure trove to enhance their teaching and thinking about math. This book focuses on the most important concepts and skills needed to provide early learners (preK–2) with a strong foundation in mathematics, in ways that are fun for both children and educators! For each mathematical concept, professional developer Marian Small provides sample activities and lessons, as well as guidance for using children’s books, games, manipulatives, and electronic devices. This resource also demonstrates how to differentiate instruction using tasks and questions designed to include all students. Like other Marian Small bestsellers, the text features her special brand of lucid explanation of difficult concepts, fresh and engaging teaching examples, troubleshooting tips, and formative assessments. Fun and Fundamental Math for Young Children is separated into special grade level sections for pre-K, kindergarten, first grade, and second grade. It can be used with any early childhood curriculum or as a stand-alone program in preschools. Marian Small is available for in-person and online professional development. “Within the first few pages it quickly became apparent that, whether you are a new or veteran teacher, your knowledge and appreciation of and for primary mathematics will grow page by page.” —From the Foreword by Graham Fletcher, math specialist, Atlanta, Georgia “Marian Small describes the development of major aspects of children’s mathematical thinking and connects them to many interesting and useful classroom activities.” —Herbert Ginsburg, professor emeritus, Teachers College, Columbia University “I love this book! The ideas are invaluable and the attention to detail is amazing.” —Nicki Newton, math consultant
Improving the quality of education is an important endeavor of educational policy and TAL aims to contribute to this. TAL is a project initiated by the Dutch Ministry of Education, Culture and Sciences, and carried out by the Freudenthal Institute (FI) of Utrecht University and the Dutch National Institute for Curriculum Development (SLO), in collaboration with the Rotterdam Center for Educational Services (CED). The quality of education can be improved in many ways. TAL proposes to do this by providing insights into the broad outline of the learning-teaching process and its internal coherence. It aims to be a support for teachers alongside mathematics textbook series. Furthermore, TAL can provide extra support for teachers if it is incorporated into a circle of implementation.
This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives. At the core of early math experts Julie Sarama and Douglas Clements's theoretical and empirical frameworks are learning trajectories—detailed descriptions of children’s thinking as they learn to achieve specific goals in a mathematical domain, alongside a related set of instructional tasks designed to engender those mental processes and move children through a developmental progression of levels of thinking. Rooted in basic issues of thinking, learning, and teaching, this groundbreaking body of research illuminates foundational topics on the learning of mathematics with practical and theoretical implications for all ages. Those implications are especially important in addressing equity concerns, as understanding the level of thinking of the class and the individuals within it, is key in serving the needs of all children.
Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
Expectations for early learning are very different than they were even as recently as a decade ago. With increased recognition of the intellectual capacities of young children, as well as a growing understanding of how these capacities develop and can be fostered, has come a growing recognition that early childhood education, in both formal and informal settings, may not be helping all children maximize their cognitive capacities. Mathematical and Scientific Development in Early Childhood explores the research in cognition and developmental psychology that sheds light on children's capacity to learn mathematical and scientific ideas. This summary report of the discussions and presentations at the workshop is designed to frame the issues relevant to advancing research useful to the development of research-based curricula for mathematics and science for young children.
