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…mehr
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.
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 PreK–5 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 PreK–5 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-K–2 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 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
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 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
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