Angela Chan Turrou, Nicholas C. Johnson, Mehgan L. Franke

The Young Child and Mathematics, Third Edition (eBook, ePUB)

• Format: ePub

Produktbeschreibung

Tap into the Power of Child-Led Math Teaching and Learning

Winner of the 2022 EXCEL Silver Award for Technical Book. Everything a child does has mathematical valuethese 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 childteacher 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!

---

Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, D ausgeliefert werden.

Produktdetails

• Verlag: National Association for the Education of Young Children
• Erscheinungstermin: 16. November 2021
• Englisch
• ISBN-13: 9781938113949
• Artikelnr.: 62172912

Autorenporträt

Angela Chan Turrou, PhD, is senior researcher and teacher educator at the University of California, Los Angeles (UCLA) Graduate School of Education and Information Studies. Her work lives at the intersection of children's mathematical thinking, classroom practice, and teacher learning. In her work with teachers and teacher educators across preschool and elementary settings, Angela leverages purposeful Instructional Activities driven by children's mathematical thinking to support teacher learning, collaboration, and generative growth. She is continually inspired by teachers who, on a daily basis, create space for children to drive the mathematical work and challenge the broader discourse of who does and does not get to be good at math. Angela is coauthor of Young Children's Mathematics: Cognitively Guided Instruction in Early Childhood Education (Heinemann, 2017) and coeditor of Choral Counting and Counting Collections: Transforming the PreK5 Math Classroom (Stenhouse, 2018). Angela lives in Los Angeles, CA. Find her on Twitter @Angelaturrou.

Nicholas C. Johnson, PhD, is assistant professor in the School of Teacher Education at San Diego State University (SDSU). His work investigates how classrooms shape children's opportunities to participate and learn. A former classroom teacher, instructional coach, and county office coordinator, Nick partners with new and practicing teachers to explore children's mathematical ideas and expand what counts as math in school. He is a member of SDSU's Center for Research in Mathematics and Science Education, coauthor of Young Children's Mathematics: Cognitively Guided Instruction in Early Childhood Education (Heinemann, 2017), and a contributor (with Natali Gaxiola) to Choral Counting and Counting Collections: Transforming the PreK5 Math Classroom (Stenhouse, 2018). Nick lives in San Diego, CA. Find him on Twitter @CarrythZero.

Megan L. Franke, PhD, is professor of education at UCLA. Dr. Franke's work focuses on understanding and supporting teacher learning for both preservice and in-service teachers. She is particularly interested in how teaching mathematics with attention to students' mathematical thinking (Cognitively Guided Instruction, or CGI) can challenge existing school structures and create opportunities for students who are often marginalized to mathematically thrive. Dr. Franke is a member of the Development and Research in Early Mathematics Education (DREME) Network at Stanford University where she is studying pre-K2 coherence and designing resources for early childhood teacher educators. She lives in Santa Monica, CA. Find her on Twitter @meganlfranke.

Inhaltsangabe

Preface
            About this Edition
            Our Theory of Learning
 
Introduction
            Everything a Child Does Has Mathematical Value
            Finding and Building on the Mathematical Value
            An Overview of this Book
            Engaging with this Book
 
Chapter 1: Counting and Operations
Instructional Activity: Counting Collections
Exploring Children’s Thinking: Counting
Exploring Children’s Thinking: Operations
Assessing Children’s Understanding
Counting and Operations in Informal Spaces
Conclusion
 
Chapter 2: Spatial Relations
            Instructional Activity: Describe-Draw-Describe
Exploring Children’s Thinking: Describing Spatial Relations
Exploring Children’s Thinking: Representing Spatial Relations
Assessing Children’s Understanding
Spatial Relations in Informal Spaces
Conclusion
 
Chapter 3: Measurement and Data
            Measurement and Data in Informal Spaces
Instructional Activity: What Do You Notice?
Exploring Children’s Thinking: Measurement
Exploring Children’s Thinking: Data
Assessing Children’s Understanding
Conclusion
 
Chapter 4: Patterns and Algebra
            Exploring Children’s Thinking: Creating and Extending Patterns
Assessing Children’s Understanding: Tea Party Patterns
Exploring Children’s Thinking: Patterns in Counting
Assessing Children’s Understanding: How High Can Christopher Count?
Exploring Children’s Thinking: Patterns and Algebra in Storybooks
Assessing Children’s Understanding: Storybook Patterns
Conclusion
 
Appendix A: A Research Overview of What Young Children Know
            What Young Children Know: Counting and Operations
What Young Children Know: Spatial Relations
What Young Children Know: Measurement and Data
What Young Children Know: Patterns and Algebra
Situating What a Child Knows
 
Appendix B: Using this Book to Support Professional Learning
            Bringing an Instructional Activity into Your Classroom
Making Connections Across Math Content
Exploring Informal Spaces
Creating Classroom Spaces that Support Participation
            Connecting Classroom Practice to Research
Connecting Theory to Practice
Connecting to Policy and Standards Documents
 
References
Index
Acknowledgments
About the Authors