Advertisement
| the young child and mathematics: The Young Child and Mathematics Juanita V. Copley, 2010 Reflects recent developments in math education using vignettes from classrooms, activity ideas, and strategies for teaching young children about math processes and concepts. Incorporates standards and guidelines from NCTM and NAEYC. |
| the young child and mathematics: The Young Child and Mathematics, Third Edition Angela Chan Turrou, Nicholas C. Johnson, Megan L. Franke, 2021-10 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! |
| the young child and mathematics: Children's Mathematics Thomas P. Carpenter, Elizabeth Fennema, Megan Loef Franke, Linda Levi, Susan B. Empson, 2015 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. |
| the young child and mathematics: Engaging Young Children in Mathematics Douglas H. Clements, Julie Sarama, Associate Edito DiBiase, Ann-Marie DiBiase, 2003-10-17 This book consists of conclusions drawn from the expertise shared at the Conference on Standards for Prekindergarten and Kindergarten Mathematics Education. It offers substantive detail regarding young students' understandings of mathematical ideas. |
| the young child and mathematics: Teaching Young Children Mathematics Janice Minetola, Robert G. Ziegenfuss, J. Kent Chrisman, 2013-09-11 Teaching Young Children Mathematics provides a comprehensive overview of mathematics instruction in the early childhood classroom. Taking into account family differences, language barriers, and the presence of special needs students in many classrooms throughout the U.S., this textbook situates best practices for mathematics instruction within the larger frameworks of federal and state standards as well as contemporary understandings of child development. Key topics covered include: developmental information of conceptual understanding in mathematics from birth through 3rd grade, use of national and state standards in math, including the new Common Core State Standards, information for adapting ideas to meet special needs and English Language Learners, literacy connections in each chapter, ‘real-world’ connections to the content, and information for family connections to the content. |
| the young child and mathematics: Where's the Math? Mary Hynes-Berry, Laura Grandau, 2019-09-10 Use the powerful strategies of play and storytelling to help young children develop their math brains. This easy-to-use resource includes fun activities, routines, and games inspired by children's books that challenge children to recognize and think more logically about the math all around them. |
| the young child and mathematics: Early Childhood Mathematics Education Research Julie Sarama, Douglas H. Clements, 2009-04-01 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. |
| the young child and mathematics: Understanding Mathematics for Young Children Derek Haylock, Anne D Cockburn, 2013-03-13 Lecturers, why waste time waiting for the post arrive? Request your e-inspection copy today! 'This book was a delight to read. The mathematical content is excellent and the approach to explaining complex concepts is exceptionally good!' -Dr Jennifer Way, University of Sydney 'I'm a really big fan of this book: it is the single most influential text in my experience of working with primary maths teachers in the last 12 years' - Andy Tynemouth, Every Child Counts National Adviser, Edge Hill University 'Every teacher of maths should read this book! It helped me realize why some children are struggling with doing simple word problems' -Amazon reader review If you are a teacher or student teacher in a nursery or primary school, you need a secure understanding of the mathematical ideas behind the material you will use in the classroom. To help young children develop their understanding of mathematics, you need to develop your own understanding of how mathematics is learnt. In this indispensible book, the authors help you to understand mathematical concepts and how children come to understand them, and also help develop your own confidence with mathematical activities. Each chapter of this book includes: -Real-life examples and illustrations from children and teachers in the classroom -The research behind some of the concepts and teaching approaches discussed -Pauses to reflect and discuss your own mathematical knowledge and experience -Age-appropriate classroom activities to try with your class or group. |
| the young child and mathematics: Big Ideas of Early Mathematics The Early Math Collaborative- Erikson Institute, 2013-04-25 This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133548635. In this unique guide, classroom teachers, coaches, curriculum coordinators, college students, and teacher educators get a practical look at the foundational concepts and skills of early mathematics, and see how to implement them in their early childhood classrooms. Big Ideas of Early Mathematics presents the skills educators need to organize for mathematics teaching and learning during the early years. For teachers of children ages three through six, the book provides foundations for further mathematics learning and helps facilitate long-term mathematical understanding. The Enhanced Pearson eText features embedded video. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. Experience the advantages of the Enhanced Pearson eText for 40-65% less than a print bound book. * The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later. |
| the young child and mathematics: Everyone Can Learn Math Alice Aspinall, 2018-10-16 How do you approach a math problem that challenges you? Do you keep trying until you reach a solution? Or are you like Amy, who gets frustrated easily and gives up? Amy is usually a happy and enthusiastic student in grade five who loves to dance, but she is struggling with a tough math assignment. She doesn’t think she is good at math because her classmates always get the answers faster than she does and sometimes she uses her fingers to help her count. Even though her mom tries to help her, Amy is convinced she just cannot do math. She decides not to do the assignment at all since she thinks she wouldn’t do well anyway. As Amy goes about her day, her experiences at ballet class, the playground, and gym class have her thinking back to how she gave up on her math assignment. She starts to notice that hard-work, practice, and dedication lead to success, thanks to her friends and teachers. She soon comes to understand that learning math is no different than learning any other skill in life. With some extra encouragement from her math teacher, a little help from her mom, and a new attitude, Amy realizes that she can do math! |
| the young child and mathematics: Becoming the Math Teacher You Wish You'd Had Tracy Johnston Zager, 2023-10-10 Ask mathematicians to describe mathematics and they' ll use words like playful, beautiful, and creative. Pose the same question to students and many will use words like boring, useless, and even humiliating. Becoming the Math Teacher You Wish You' d Had, author Tracy Zager helps teachers close this gap by making math class more like mathematics. Zager has spent years working with highly skilled math teachers in a diverse range of settings and grades and has compiled those' ideas from these vibrant classrooms into' this game-changing book. Inside you' ll find: ' How to Teach Student-Centered Mathematics:' Zager outlines a problem-solving approach to mathematics for elementary and middle school educators looking for new ways to inspire student learning Big Ideas, Practical Application:' This math book contains dozens of practical and accessible teaching techniques that focus on fundamental math concepts, including strategies that simulate connection of big ideas; rich tasks that encourage students to wonder, generalize, hypothesize, and persevere; and routines to teach students how to collaborate Key Topics for Elementary and Middle School Teachers:' Becoming the Math Teacher You Wish You' d Had' offers fresh perspectives on common challenges, from formative assessment to classroom management for elementary and middle school teachers No matter what level of math class you teach, Zager will coach you along chapter by chapter. All teachers can move towards increasingly authentic and delightful mathematics teaching and learning. This important book helps develop instructional techniques that will make the math classes we teach so much better than the math classes we took. |
| the young child and mathematics: Young Children Reinvent Arithmetic Constance Kamii, 1999 In this fully revised second edition of the classic Young Children Reinvent Arithmetic, Constance Kamii describes and develops an innovative program of teaching arithmetic in the early elementary grades. Kamii bases her educational strategies on renowned constructivist Jean Piaget's scientific ideas of how children develop logico-mathematical thinking. Written in collaboration with a classroom teacher, and premised upon the conviction that children are capable of much more than teachers and parents generally realize, the book provides a rich theoretical foundation and a compelling explanation of educational goals and objectives. Kamii calls attention to the ways in which traditional textbook-based teaching can be harmful to children’s development of numerical reasoning, and uses extensive research and classroom-tested studies to illuminate the efficacy of the approach. This book is full of practical suggestions and developmentally appropriate activities that can be used to stimulate numerical thinking among students of varying abilities and learning styles, both within and outside of the classroom. “In this new edition of her important book, Connie Kamii demonstrates scholarship not just in what she has written, but in her willingness to incorporate new ideas and findings. Many people update their books; few assiduously revise them, confronting what they believe to be past errors or gaps in their thinking. Such intellectual honesty, along with consistent connections between theory and practice, make this book a solid contribution to mathematics education of young children.” —Douglas Clements, State University of New York at Buffalo “The development of young children’s logico-mathematical knowledge is at the heart of this text. Similar to the first edition, this revision provides a rich theoretical foundation as well as child-centered activities and principles of teaching that support problem solving, communicating, reasoning, making connections, and representing mathematical ideas. In this great resource for preservice and in-service elementary teachers, Professor Kamii continues to help us understand the implications of Piagetian theory.” —Frances R. Curcio, New York University |
| the young child and mathematics: Understanding Mathematics for Young Children Derek Haylock, Anne D Cockburn, 2017-02-08 Having a deep understanding of the mathematical ideas and concepts taught in the classroom is vital as a nursery or primary school teacher. In order for children to get to grips with these concepts, trainee teachers need to be aware of how they come to interpret and understand them. Now in its 5th edition, this essential book helps trainee teachers develop their own knowledge of key mathematical ideas and concepts for the nursery and primary classroom. Now focusing specifically on ages 3-7, it also supports trainees with several age-appropriate classroom activities. As well as updates to further reading suggestions and research focuses, this revised edition includes new content on: Mastery in learning mathematics Simple fractions Roman numerals Money as a form of measurement |
| the young child and mathematics: Family Math for Young Children Grace Dávila Coates, Jean Kerr Stenmark, 1997 Presents a collection of fun math activities on the theme of comparing for children 4 to 8 years old. |
| the young child and mathematics: Mathematizing Allen C. Rosales, 2015-07-20 This proven, accessible approach to a curriculum presents a learner-centered approach to math education. Mathematizing provides both the emergent curriculum and professional development frameworks to help young children learn math throughout their everyday routine and to facilitate teachers' understanding of how to see and support children's math learning at every turn. With this book and its plentitude of case studies, illustrations, photographs, and documentation, the mathematizing adult can interpret children's interests and use that knowledge as a catalyst for creating meaningful and purposeful mathematical lessons and interactions. |
| the young child and mathematics: Embracing Math Deanna Pecaski McLennan, 2020-08-18 Gain confidence in your ability to incorporate math into all aspects of your early learning program. |
| the young child and mathematics: Making and Tinkering with STEM Cate Heroman, 2017 Explore STEM concepts through making and tinkering! |
| the young child and mathematics: Exploring Math & Science in Preschool Teaching Young Children, 2015 Much of the content in this book is adapted from Teaching Young Children (TYC), NAEYC's award-winning magazine ...--Page [104] |
| the young child and mathematics: Mathematics in the Early Years David Clemson, Wendy Clemson, 2006-11-22 The Clemsons' clear and readable book takes the reader from debates about how children learn and what children know and can do when they start school; through to a discussion of how mathematics can be managed, assessed and evaluated in the school and classroom. Linking these two parts of the book is a section on the subject of mathematics itself, from which the non-specialist reader can gain a view of what mathematics is, what needs to be thought about in planning and offering a curriculum and the special dilemmas faced in teaching and learning mathematics as a subject. A bank of case studies offers an opportunity to see mathematics in action in a variety of classrooms. |
| the young child and mathematics: Math Curse Jon Scieszka, 1995-10-01 Did you ever wake up to one of those days where everything is a problem? You have 10 things to do, but only 30 minutes until your bus leaves. Is there enough time? You have 3 shirts and 2 pairs of pants. Can you make 1 good outfit? Then you start to wonder: Why does everything have to be such a problem? Why do 2 apples always have to be added to 5 oranges? Why do 4 kids always have to divide 12 marbles? Why can't you just keep 10 cookies without someone taking 3 away? Why? Because you're the victim of a Math Curse. That's why. But don't despair. This is one girl's story of how that curse can be broken. |
| the young child and mathematics: Learning and Teaching Early Math Douglas H. Clements, Julie Sarama, 2009-04-01 In this important new book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how learning trajectories help teachers become more effective professionals. By opening up new windows to seeing young children and the inherent delight and curiosity behind their mathematical reasoning, learning trajectories ultimately make teaching more joyous. They help teachers understand the varying level of knowledge and thinking of their classes and the individuals within them as key in serving the needs of all children. In straightforward, no-nonsense language, this book summarizes what is known about how children learn mathematics, and how to build on what they know to realize more effective teaching practice. It will help teachers understand the learning trajectories of early mathematics and become quintessential professionals. |
| the young child and mathematics: How Children Learn Mathematics Pamela Liebeck, 1984 |
| the young child and mathematics: Early Childhood Mathematics Skill Development in the Home Environment Belinda Blevins-Knabe, Ann M. Berghout Austin, 2016-10-17 This volume presents current research on the connections between the home and family environment on children’s mathematics development. Focusing on infancy through first grade, it details the role of parents and other caregivers in promoting numeracy and the ways their active participation can prepare young children for learning about formal mathematics. Research data answer key questions regarding the development of numeracy alongside cognitive and linguistic skills, early acquisition of specific math skills, and numeracy of children with atypical language skills. The book also provides practical recommendations for parents and other caregivers as well as implications for future research studies and curriculum design. Included in the coverage: Ways to optimize home numeracy environments. Individual differences in numerical abilities. Cross-cultural comparisons and ways to scaffold young children's mathematical skills. Mathematics and language in the home environment. Center-based and family-based child care. Games and home numeracy practice. Early Childhood Mathematics Skill Development in the Home Environment is an essential resource for researchers, graduate students, and professionals in infancy and early childhood development, child and school psychology, early childhood education, social work, mathematics education, and educational psychology. |
| the young child and mathematics: Teaching Young Children Mathematics Sydney L. Schwartz, 2005-09-30 Children learn mathematics most effectively in contexts that are meaningful to them. Realizing the potential of these contexts for fostering young children's mathematical learning while nurturing and challenging them, requires knowledge of mathematics as well as of child development. Avoiding the debates surrounding hands-on learning vs. direct instruction, the author focuses on the value of different contexts for learning, and illustrates ways to genuinely engage children as active learners. The work is rich with examples of children's interactions with each other and with adults as they utilize and extend their understanding of mathematics. Examples and guidelines for developing lessons and activities will be useful to educators and parents. Chapters explore how we underestimate young children's mathematical capabilities; how appropriate sequencing of learning and building on prior knowledge will enhance understanding; what teachers, including parent-teachers, need to know; and high-stakes testing. This is a work that brings together the connections between knowing the basics and constructing knowledge in accessible and practical ways. |
| the young child and mathematics: Growing Mathematical Minds Jennifer S. McCray, Jie-Qi Chen, Janet Eisenband Sorkin, 2018-09-03 Growing Mathematical Minds is the documentation of an innovative, bi-directional process of connecting research and practice in early childhood mathematics. The book translates research on early mathematics from developmental psychology into terms that are meaningful to teachers and readily applicable in early childhood classrooms. It documents teacher responses, and conveys their thoughts and questions back to representative researchers, who reply in turn. In so doing, this highly useful book creates a conversation, in which researchers and teachers each bring their expertise to bear; their communication about these topics—informed by the thinking, commitment, and experience of both groups—helps us better understand how developmental psychology can improve math teaching, and how math teaching can, in turn, inform developmental science. The book bridges the gap between research and practice, helping teachers to adopt evidence-based practices and apply cutting-edge research findings, and prompting developmental researchers to consider their work within the framework of practice. Growing Mathematical Minds identifies and elucidates research with profound implications for teaching children from three to eight years so they develop foundational math knowledge and skills, positive attitudes toward math, and basic abilities to think mathematically. |
| the young child and mathematics: Children and Number Martin Hughes, 1991-01-08 The importance of learning mathematics is constantly stressed by educationalists and employers alike. Yet survey after survey shows that large numbers of children leave school lacking both competence and interest in mathematics. What is going wrong and what should be done about it? In Children and Number Martin Hughes proposes a new perspective on children's early attempts to understand mathematics. He describes the surprisingly substantial knowledge about number which children acquire naturally before they start school, and contrasts this with the difficulties presented by the formal written symbolism of mathematics in the classroom. He argues that children need to build links between their informal and their formal understanding of number, and shows what happens when these links are not made. Children and Number describes many novel ways in which young children can be helped to learn about number. The author shows that the written symbols children often invent for themselves are more meaningful to them than the symbols that they are taught. He presents simple number games for introducing children to mathematical symbols in ways they can appreciate and understand. Dr. Hughes also describes how the computer language LOGO can be adapted for young children, and shows the dramatic effect that LOGO can have on their mathematical understanding. |
| the young child and mathematics: Mathematics Learning in Early Childhood National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Early Childhood Mathematics, 2009-11-13 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. |
| the young child and mathematics: Children Doing Mathematics Terezinha Nunes, Peter Bryant, 1996-05-01 Children Doing Mathematics provides a reliable and up to date review of the substantial recent work in children' mathematical understanding. The authors also present important new research on children's understanding of number, measurement, arithmetic operation and fractions both in and out of school. The central theme of Children Doing Mathematics is that there are crucial conditions for children's mathematical learning. Firstly, children have to come to grips with conventional mathematical systems. Secondly, but equally important, they have to be able to present mathematical knowledge in a way that solves problems. The book also discusses how mathematical activities and knowledge involve much more than what is currently viewed as mathematics in the school curriculum. Most recent work illustrates how children can be successful in mathematical activities outside school whereas they fail in similar activities in the classroom. Through these two underlying themes the authors bring together discussions on conventional mathematical learning and on real life mathematical success. In so doing, they also highlight new and better ways of analysing children's abilities and of advancing their learning in school. |
| the young child and mathematics: Mathematics in Early Years Education Ann Montague-Smith, Tony Cotton, Alice Hansen, Alison J. Price, 2013-03-05 This third edition of the best-selling Mathematics in Nursery Education provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics learning – number and counting, calculation, pattern, shape, measures and data handling – it summarises the research findings and underlying key concepts and explains how adults can help children to learn through practical experiences, discussion and more direct intervention. This new edition has been fully updated to incorporate the latest research and thinking in this area and includes: why mathematics is important as a way of making sense of the world how attitudes to mathematics can influence teaching and learning how children learn mathematics new material on sorting, matching and handling data ideas for observation and questioning to assess children’s understanding examples of planned activities suggestions for language development assessment criteria. This textbook is ideal for those training to be teachers through an undergraduate or PGCE route, those training for Early Years Professional Status and those studying early childhood on foundation or honours degrees as well as parents looking to explore how their young children learn mathematics. This will be an essential text for any Early Years practitioner looking to make mathematics interesting, exciting and engaging in their classroom. |
| the young child and mathematics: Teach Your Child to Read in 100 Easy Lessons Phyllis Haddox, Siegfried Engelmann, Elaine Bruner, 1986-06-15 A step-by-step program that shows parents, simply and clearly, how to teach their child to read in just 20 minutes a day. |
| the young child and mathematics: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| the young child and mathematics: Teaching Mathematics in Early Childhood Sally Moomaw, 2011 Includes bibliographical references (p. ) and index. |
| the young child and mathematics: Early Childhood Math Routines Antonia Cameron, Patricia Gallahue, Danielle Iacoviello, 2020 This book begins by pushing back on the kind of rote routines that lack opportunities for reasoning (like the calendar) that teachers often use in early childhood and primary classrooms. Instead, the author offers innovations on old routines and some new routines that encourage reasoning, argumentation, and the development of important math ideas. She focuses on using math routines in playful ways with your children. See chapter titles for the different routines featured in the book-- |
| the young child and mathematics: Thinking Mathematically Thomas P. Carpenter, Megan Loef Franke, Linda Levi, 2003 In this book the authors reveal how children's developing knowledge of the powerful unifying ideas of mathematics can deepen their understanding of arithmetic |
| the young child and mathematics: Exploring Mathematics Through Play in the Early Childhood Classroom Amy Noelle Parks, 2014-10-15 This practical book provides pre- and inservice teachers with an understanding of how math can be learned through play. The author helps teachers to recognize the mathematical learning that occurs during play, to develop strategies for mathematizing that play, and to design formal lessons that make connections between mathematics and play. Common Core State Standards are addressed thorughout the text to demonstrate the ways in which play is critical to standards-based mathematics teaching, and to help teachers become more familiar with these standards. Classroom examples illustrate that, unlike most formal tasks, play offers children opportunities to solve nonroutine problems and to demonstrate a variety of mathematical ways of thinking, such as perseverence and attention to precision. This book will help put play back into the early childhood classrooms where it belongs. This book: makes explicit connections to play and the Common Core State Standards in Mathematics; offers many examples of free play activities in which mathematics can be highlighted, as well as formal lessons that are inspired by play; and provides strategies for making assessments more playful, helping teachers meet increasing demands for assessment data while also reducing child stress. |
| the young child and mathematics: Teaching Young Children Mathematics Janice Minetola, Robert Ziegenfuss, J. Kent Chrisman, 2013-09-11 Teaching Young Children Mathematics provides a comprehensive overview of mathematics instruction in the early childhood classroom. Taking into account family differences, language barriers, and the presence of special needs students in many classrooms throughout the U.S., this textbook situates best practices for mathematics instruction within the larger frameworks of federal and state standards as well as contemporary understandings of child development. Key topics covered include: developmental information of conceptual understanding in mathematics from birth through 3rd grade, use of national and state standards in math, including the new Common Core State Standards, information for adapting ideas to meet special needs and English Language Learners, literacy connections in each chapter, ‘real-world’ connections to the content, and information for family connections to the content. |
| the young child and mathematics: Understanding Mathematics for Young Children Derek Haylock, Anne D Cockburn, 2008-10-14 'This book is the ideal way to dispel some of the fears which surround the subject area of mathematics and should be an essential part of the professional development library of every early years setting provider for children aged three and over' - Early Years Update 'A book that is both readable and rigorous. [Its] guidance will help teachers to make mathematics meaningful to young children. Throughout the book connections are made which relate language, symbols, concrete materials and pictures to the key ideas that are central to effective learning for the 21st century. This book will help teachers gain a depth of understanding that will make them confident in engaging children with real mathematical thinking' - Dr J.E. Anghileri, Senior Lecturer in Mathematics and Mathematics Education, Faculty of Education, University of Cambridge 'This is an updated version of a classic text which has been a best -seller among teachers and student teachers for many years. Being always strongly grounded in the classroom, it develops in a non-intimidating way teachers' own understanding of the mathematics they are teaching. Many insightful examples of children's thinking and appropriate activities help to illustrate the points. This is an essential book for teachers of Early Years and Key Stage 1' - Margaret Brown, Professor of Mathematics Education, King's College London, UK This is a fully revised version of the authors' successful and much-used book, Understanding Mathematics in the Lower Primary Years, updated to include the current Foundation Stage Curriculum and the new Primary Framework in England. The authors empower the reader to have a clearer understanding of the mathematical ideas behind the material they use in the classroom. They also show how children can be helped to develop an understanding of mathematics for themselves, rather than just learning recipes and routines with little meaning. Major themes are: - Understanding through making connections - Equivalence and transformation - Using and applying mathematics It is written for teachers and teacher trainees engaged in teaching mathematics to children aged 3 to 8 years. It is an essential student text and professional reference work for all teachers of children aged 3 to 8 years. Dr Derek Haylock is an education consultant and author, working in the field of mathematics education. His book Mathematics Explained for Primary Teachers has been a leader in the field for many years, with a third edition published in 2006. Dr Anne Cockburn is a Reader in the School of Education and Lifelong Learning at the University of East Anglia, Norwich. Watch the authors talking about their book here: YouTube |
| the young child and mathematics: Children's Mathematics Elizabeth Carruthers, Maulfry Worthington, 2006-08-30 Offering practical guidance to teachers and novice teachers the authors explore a number of ways of helping children make sense of mathematics and suggest alternatives to the excessive use of worksheets. |
| the young child and mathematics: Differentiating for the Young Child Joan Franklin Smutny, S.E. von Fremd, 2009-10-15 Designed to help teachers meet the diverse needs of young children, this book offers differentiated strategies for promoting intellectual discovery and creative thinking across key disciplines. |
| the young child and mathematics: Choral Counting & Counting Collections Megan L Franke, Elham Kazemi, Angela Chan Turrou, 2023-10-10 In this influential book from collaborative authors Megan L Franke, Elham Kazemi, and Angela Chan Turrou, Choral Counting & Counting Collections: Transforming the PreK – 5 Math Classroom, explores ways in which two routines -- Choral Counting and Counting Collections -- can transform your elementary math classroom, your students' math understanding, and your partnerships with families. It paints a vision for how deeply and creatively children can engage with ideas of number and operations and mathematical reasoning through counting. Created with real educators' needs in mind and organized by grade-level band (preschool, K-2, and 3-5), inside this book you'll find: Easy-to-use planning templates to guide teachers in implementing these powerful routines A variety of student recording sheets for Counting Collections that allow teachers to enact different variations of this activity across the grades Guides for selecting Choral Counts that support grade-level standards and mathematical goals Goal charts that provide specific guidance on teacher language and moves Advice on supporting both students' mathematical and social goals through Choral Counting and Counting Collections The authors have collected the wisdom of math teachers and researchers across the country who explore activities that are both playful and intentional, simple and sophisticated. If you're looking for ways to bring new energy into your math instruction, Choral Counting & Counting Collections: Transforming the PreK - 5 Math Classroom is the perfect book for you and your students. |
The Young Child and Mathematics - CPIN
The Young Child and Mathematics focuses on children from age 3 through 8 and their mathematical learning. The placement of the phrase young child before the word mathematics …
Children thinking mathematically: PSRN essential knowledge for …
This booklet focuses on children’s mathematical development, which is explored in the area of learning and development entitled Problem Solving, Reasoning and Numeracy (PSRN) in the …
Early Childhood Mathematics: Promoting Good Beginnings - NAEYC
To achieve high-quality mathematics edu-cation for 3- to 6-year-old children, teach-ers2 and other key professionals should 1. Enhance children’s natural interest in mathematics and their …
Early Mathematical Development - National Children's Bureau
Research evidence shows that a range of social and interactive practices support young children’s learning and development in mathematics.
The Young Child And Mathematics (PDF) - netsec.csuci.edu
the young child and mathematics: Differentiating for the Young Child Joan Franklin Smutny, S.E. von Fremd, 2009-10-15 Designed to help teachers meet the diverse needs of young children, …
Preface - NAEYC
The first and second editions of The Young Child and Mathematics (Copley 2000, 2010) have served as resources for teachers of early childhood mathematics that expertly weaved …
Mathematics in Early Childhood Learning - National Council of …
Early childhood learning lays the foundation for a child’s mathematical journey. Young children flourish when supported in rich learning environments; yet access and outcome vary signifi …
Developing Math Skills in Early Childhood - ed
caregivers engage young children in math-related activities, children learn more readily and are more likely to succeed in school.29-30, 32 For many parents, however, supporting their child’s …
Mathematics in Early Childhood and Primary Education (3-8 years)
good mathematics pedagogy for children aged 3–8 years (e.g., Anthony & Walshaw, 2009a; NRC, 2005). These principles focus on people and relationships, the learning environment and …
Math and the Young Child - RightStart™ Mathematics by Activities …
In summary, we need to help young children build on the visualization skills they exhibit as infants and avoid rote counting. We must group in fives and use the math way of counting.
How Children Learn Mathematics and the Implications for Teaching
• Why and how young children learn mathematics • The importance of practical activities • Starting with children’s interests • Children solving problems • The progression of children’s …
Geometry and Spatial Sense in the Early Childhood - Weebly
106 The Young Child and Mathematics •analyzing characteristics and properties of two- and three-dimensional geometric shapes and considering geometric relationships, •specifying …
Instructional Activity: What Do You Notice? - NAEYC
Finding ways to support children in talking about what they notice can create openings to work on math concepts, including measurement and data. What Do You Notice? is an Instructional …
The Mathematics Educator Applying Piaget’s Theory of Cognitive ...
Piaget has identified four primary stages of development: sensorimotor, preoperational, concrete operational, and formal operational. In the sensorimotor stage, an infant’s mental and cognitive …
Mathematics and the young child - University of Northern Iowa
Mathematics and the young child . Abstract . Educators are continuously searching for better techniques for working with young children and establishing developmentally appropriate …
Toward broader perspectives of young children’s mathematics ...
To help young children perceive their own activity as mathematical, we argue there is a need: (a) for researchers, parents, teachers, and teacher educators to recognize the range of …
Young Children's Exposure to Mathematics: The Child Care …
Graham (1994) explored the roles of family, culture, and language on 2-, 3-, and 4-year old children. In her study, she found that parental attitudes and practices greatly influenced the …
Affect and mathematics in young children: an introduction - JSTOR
In this introductory paper, we provide some brief historical context, followed by a rationale for the special issue, and an overview of its structure and scope.
EYFS statutory framework for group and school-based providers
%PDF-1.6 %âãÏÓ 3034 0 obj > endobj 3046 0 obj >/Filter/FlateDecode/ID[2DFC282D3733F34E8786EF2A34A8F697>]/Index[3034 21]/Info 3033 …
Engaging Young Children in Science and Mathematics - JSTOR
In this manuscript, a review of science and mathematics content and processes appropriate for early childhood age learners are presented. In addition, various techniques are shared that are …
Young Children's Perceptions of Mathematics in Problem-Solving …
Thirty-six first graders from 2 different school systems participated in individual interviews determine the children's stated perceptions regarding what it means to engage in mathematics …
HolistiC ApproACHes to MAtHeMAtiCs, sCienCe And teCHnology eduCAtion
1. The everydayness of mathematics, science and technology; 2. Knowing the parts to understand the whole; 3. The place of mathematics, science and technology in early years curricula; 4. Positioning the child in mathematics, science and technology education; and 5. Playful pedagogies in mathematics, science and technology education.
The Young Child And Mathematics (PDF)
The Young Child And Mathematics The Young Child and Mathematics, Third Edition Angela Chan Turrou,Nicholas C. Johnson,Megan L. Franke,2021-10 Tap into the Power of Child Led Math Teaching and Learning Everything a child does has mathematical value …
Guidance for Teaching Mathematics in Transitional Kindergarten
1 Jul 2023 · the young learner for more formal mathematics instruction, learning time should be devoted to number sense more than any other topic in mathematics.” —CDE 2011b, 26 (TK chapter from 2013 California Mathematics Framework) EARLY MATH DOMAINS 1 "The Young Child & Mathematics - Third Edition" by Angela Chan Turrou, Nicholas C. Johnson,
The Young Child And Mathematics - oldstore.motogp.com
2 The Young Child And Mathematics 2023-06-22 JAZMYN ERICK Young Children's Mathematics Springer Children learn mathematics most effectively in contexts that are meaningful to them. Realizing the potential of these contexts for fostering …
Learning through play - UNICEF
retaining the distinctive elements of quality programming for young children. 2 A key element to consider is ‘learning through play’, or ‘playful learning’, ... play and child-centred pedagogy in pre-primary education expansion efforts to ensure the quality …
What Mathematics is Needed by Teachers of Young Children?
for their own competence and confidence in mathematics but on how mathematics develops in the individual so that the teacher may be supportive in the long-term development of the child. I argue that this is a pre-requisite, not just for exceptional teachers talented in mathematics, but also for all teachers of mathematics to young children.
Toward broader perspectives of young children’s mathematics ...
To do so, we described the beliefs about mathematics expressed by a young child to provide foundational knowledge about children’s conceptions of mathematics before entering school. We also used a framework with a broad mathematical …
The Young Child And Mathematics (PDF) - netsec.csuci.edu
the young child and mathematics: Family Math for Young Children Grace Dávila Coates, Jean Kerr Stenmark, 1997 Presents a collection of fun math activities on the theme of comparing for children 4 to 8 years old. the young child and mathematics: Mathematizing Allen C. Rosales, 2015-07-20 This proven,
Observing young children - Froebel Trust
mathematics, the arts, nature, and humanities. This pamphlet explores how educators can use observations to support children’s development and learning. “Since the behaviour of even the youngest child is of great significance and the expression of his thoughts may so easily be forgotten or confused, parents ought to keep records of the ...
Young Children Learning Mathematics through Beat, Rhythm, …
emergent mathematics suggests the following: • Mathematical learning begins very early in life. • Mathematics is related to many other developmental milestones. • Mathematics develops from real-life situations in which the child is an active participant.
Relationships between attitudes and performance in young
correlated positively with mathematics enjoyment and negatively with mathematics anxiety in a Dutch adolescent sample. Pinxten et al. ( 2014) carried out a longitudinal study of Belgian upper primary school children, and mathematics enjoyment was a mild positive predictor of later mathematics achievement and later perceived effort in mathematics.
Young Children's Exposure to Mathematics: The Child Care …
Young Children's Exposure to Mathematics: The Child Care Context Theresa A. Graham,1,3 Cindy Nash,2 and Kim Paul2 Four preschool teachers from two preschool settings were observed to explore the contribution of child care experiences on the development of young children's understanding of mathematics.
Supporting Your Child Mathematics 2023
Young children have a remarkable skill: they can recognise numbers of things without counting. This is called subitising, and it develops from a very early age. Young children also have powerful visual memories and some may find it easier to remember images than words: three-year-olds can recognise three things, although they may not say the word.
LJMU Research Online
mathematics anxiety and attitudes and young children’s mathematics attainment Fiona R. Simmons⇑, Elena Soto-Calvo, Anne-Marie Adams, Hannah N. Francis, Hannah Patel, Courtney Hartley School of Psychology, Liverpool John Moores University, Liverpool L3 3AF, UK article info Article history: Received 21 April 2022 Revised 25 August 2023 Keywords:
Implementing Mathematical Investigations with Young Children
Ponte, & Cunha, 1997; Taber, 1998), research with young children appears to be limited to descriptions of individual children’s learning (e.g., Whitin, 1993) and classroom mathematics programs (e.g., Skinner, 1999; Whitin, 1989). Given the importance attributed to investigations, research is urgently needed to explore the learning issues that
Learning Trajectories in Early Mathematics – Sequences of Acquisition ...
Engaging young children in mathematics: Standards for early childhood mathematics education 4. Cross CT, Woods TA, Schweingruber H. . Washington DC: National Research Council of the National Academics; 2009. Mathematics learning in early childhood: Paths toward excellence and equity 5. NCTM. . Reston, VA: National Council of Teachers of ...
The Young Child And Mathematics - wiki.drf.com
The Young Child and Mathematics, Third Edition Angela Chan Turrou,Nicholas C. Johnson,Megan L. Franke,2021-10 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.
The Young Child And Mathematics - wiki.drf.com
The Young Child and Mathematics, Third Edition Angela Chan Turrou,Nicholas C. Johnson,Megan L. Franke,2021-10 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.
Numeracy at Home: Involving Parents in Mathematics Education
that they could be involved in their child‟s mathematics education (Peressini, 1998). Without being informed about the rationale or purpose behind contemporary practices, there is a danger that parents may view practices, such as the use of games and manipulative materials, as time wasting and unproductive (Marshall & Swan, 2010; Onslow, 1992
PARENT-CHILD MATHEMATICS: A STUDY OF MOTHERS’ …
Research on mathematics found in ‘everyday’ interactions (e.g., Walkerdine, 1988) often relies on analysis of parent-child talk during studies of social interactions and/or literacy events more generally. In contrast, from the outset of the current study, parents were aware that mathematics was the focus of study and that each of them
Child Indicators of Performance in mathematics Repeating …
27 Oct 2023 · shows that patterning is an important predictor of young children’s mathematics (e.g. Rittle-Johnson et al., 2016), there is less ... Start where you think the child may reveal their current understanding and stop when it becomes too difficult for them. Suggested adult speech is in italics. Feel free to adapt phrasing sensitively and to use hand
Children’s Mathematics - arvindguptatoys.com
4 Early writing, early mathematics 56 • The significance of emergent writing 57 • Young children explore symbols 58 • Early writing and early mathematical marks 63 • Early (emergent) literacy is often misunderstood 66 • Conclusion 68 5 Bridging the gap between home and school mathematics 69 • Disconnections 69 • Understanding ...
Chinese Mother–Child Interactions in Everyday Math ... - Springer
in young children’s educational activities, such as shared reading and monitoring homework, can have a positive inuence on young children’s academic outcomes (Jeynes 2012). Therefore, it is important for researchers to observe and study the interactive learning experiences between parents and their young children during everyday activi-
Early childhood mathematics teaching: challenges, difficulties and ...
Early childhood mathematics teaching: challenges, difficulties and priorities of teachers of young children in primary. schools in Ireland. Elizabeth Dunphy* St Patrick’s College of Education, Drumcondra, Dublin, Ireland. Issues of pedagogy are critical in all aspects of early childhood education. Early childhood mathematics is no exception.
The Young Child And Mathematics Juanita V Copley
The Young Child And Mathematics Juanita V Copley The Young Child and Mathematics Juanita V. Copley,2010 Reflects recent developments in math education using vignettes from classrooms activity ideas and strategies for teaching young children about math processes and concepts Incorporates standards and guidelines from NCTM and NAEYC Mathematics ...
Instructional Activity: What Do You Notice? - NAEYC
54 The Young Child and Mathematics, Third Edition Ms. Recinos: Okay, I think we’re ready to share with each other what we noticed. When you’re ready, you can ask the person next to you about what they noticed. Go ahead. There is a burst of excited chatter as the children turn and talk to one another about what they notice. Many
(4), 843-860 Inquiry-Based Mathematics Curriculum Design for Young ...
mathematics models for Taiwanese young children (i.e. ages of 3-6) from various theories and research evidence. Grounded on this theoretical framework, we designed a series of inquiry-based mathematics curriculum tasks for cultivating young children’s diverse mathematical concepts; these tasks were subject to pilot
Giving Child and Youth Development Knowledge Away
help young children learn basic mathematics, especially geometry (Brosterman, 1997). In the early 1900s, Mon-tessori (1964), working in the slums of Rome, developed a structured series of mathematics activities to promote young children’s mathematics learning. Interest in ECME appears to wax and wane in re-sponse to social conditions.
The Young Child And Mathematics - wiki.drf.com
The Young Child and Mathematics, Third Edition Angela Chan Turrou,Nicholas C. Johnson,Megan L. Franke,2021-10 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.
The Young Child And Mathematics - wiki.drf.com
The Young Child and Mathematics, Third Edition Angela Chan Turrou,Nicholas C. Johnson,Megan L. Franke,2021-10 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 ...
Early Childhood Mathematics: an Insight into Strategies for ... - UMM
developing young child math abilities is vital for them to progress in future math. Also, the reviews indicated that math assists young children in building up their math ability to solve problems and think critically. The findings demonstrate the importance of early childhood mathematics
Play and problem solving - SAGE Publications Ltd
encourage mathematics teaching to be related to the child’s own experiences and to encourage talk about mathematics. Bruner Like Vygotsky, Bruner (1991) shares social constructivist theories which highlight the sig- ... key learning dispositions in the young child such as engagement, motivation and thinking, all of which are necessary for ...
Psychometric Properties of the Revised Child Mathematics …
is the case of the Child Mathematics Anxiety Questionnaire-Revised CMAQ-R (Ramirez et al., 2016), one of the most widely used measures of MA over the past four years according to the literature (e.g.,
Supporting your child with mathematics
Number sense is an understanding of numbers and their size. If a young child can achieve number sense they’ll have the perfect foundation for future challenges in maths. Counting real objects is great place to start, using numbers one to ten (then up to twenty when they are ready).
Using Problem Solving to Assess Young Children’s Mathematics …
Abstract Mathematics problem solving provides a means for obtaining a view of young children’s understanding of mathematics as they move through the early childhood concept development sequence. Assessment information can be obtained through observations and interviews as children develop problem solutions. Examples of pre-
Identifying mathematics in the actions of very young preverbal …
mathematics that may be evident. She recounts the intra-action of a very young child (aged one year) with a large climb-on toy car and connects this to the mathematics that may support the child’s engagement. In a similar way, Meaney (2016) also focuses on how young children learn through using their bodies to interact with their environment.
The Young Child And Mathematics - wiki.drf.com
The Young Child and Mathematics, Third Edition Angela Chan Turrou,Nicholas C. Johnson,Megan L. Franke,2021-10 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.
Mathematics education 5-14 and gender - JMC
in relevant practices. It is young girls’ lack of such engagement that develops these ‘abilities’ that is concerning. In addition, studies of ‘stereotype threat’ demonstrate that stereotypes regarding girls’ and boys’ mathematics performance feed a self-fulfilling prophecy supporting perceptions that “women are bad
The Young Child And Mathematics - wiki.drf.com
The Young Child and Mathematics, Third Edition Angela Chan Turrou,Nicholas C. Johnson,Megan L. Franke,2021-10 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.
The Young Child And Mathematics - wiki.drf.com
The Young Child and Mathematics, Third Edition Angela Chan Turrou,Nicholas C. Johnson,Megan L. Franke,2021-10 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.
Teacher Mathematics Language: Its Use in the Early Childhood …
teacher mathematics language: its use in the early childhood classroom and relationship with young children’s learning a dissertation submitted to the faculty of the graduate school in candidacy for the degree of doctor of philosophy program in child development by emma whitman chicago, il may 2015
Making the Maths curriculum more accessible: Strategies for
Ease of access to mathematics also depends on the type of mathematical problem the child is attempting. Cummins, (1981) explores communicative proficiency in terms of two continua; cognitive demand and context embeddedness. Barwell (2007), in particular, notes the assessment activities that are most challenging.
Rethinking Early Mathematics: What Research-Based Curriculum for Young ...
in mathematics and how teachers can support that learning. Based upon studies in fields ranging from cognitive and developmental psychology to early childhood and
Infants and Toddlers Exploring Mathematics - KVCC Docs
MATHEMATICS RESOURCES FROM NAEYC CALL 866-623-9248 TO ORDER THESE OR OTHER NAEYC RESOURCES. NAEYC MEMBER PRICE IN BLUE, NONMEMBER IN RED. The Young Child and Mathematics by Juanita V. Copley Math is a critical and often neglected area in the early childhood classroom—yet children love it! This engaging, accessible book opens our …
Mathematics in Early Childhood Learning - National Council of …
National Association for the Education of Young Children (NAEYC) and National Council of Teachers of Mathematics (NCTM). 2010. Early Childhood Mathematics: Promoting Good Beginnings. Joint position statement of NAEYC and NCTM. Washington, DC: NAEYC. National Council of Supervisors of Mathematics (NCSM) and TODOS: Mathematics for All. 2016.
Developing Math Skills in Early Childhood - ed
Similarly, parent-child interactions influence a child’s early understanding of math. Children exposed to more math-related words as toddlers have a stronger understanding of math by the time they are preschool age.29-31 Likewise, when caregivers engage young children in math-related activities, children learn more readily and
The stability of individual differences in basic mathematics related ...
The stability of individual differences in basic mathematics-related skills in young children at the start of formal education O'Connor, P., Morsanyi, K., & McCormack, T. (2019). The stability of individual differences in basic mathematics-related skills in young children at the start of formal education. Mind, Brain, and Education.
Engaging Young Children in Science and Mathematics - ed
acquiring basic science and mathematics concepts as they explore their environment. The methods presented are intended to meet the developmental levels of young learners as they make connections with science and mathematics. Also included is a review of science and mathematics content and process skills appropriate for early childhood age learners.
