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
This book will be promoted via various NAEYC marketing efforts, including social media pages promotions (Facebook, Twitter, Instagram and Pinterest with a reach of over 200K followers); promotional emails; advertisements in Young Children, Teaching Young Children, and Exchange magazines; and NAEYC’s seasonal resource catalogs. Select authors of the publication will also present a webinar on a topic covered in the book soon after its publication. Finally, the publication will be advertised and sold at various early childhood conferences and trade shows (NAEYC’s Annual Conferences, NAEYC’s Professional Learning Institutes, Zero to Three, etc.).
Angela Chan Turrou,PhD,is senior researcher and teacher educator at the University of California, LosAngeles (UCLA) Graduate School of Education and Information Studies. Her worklives at the intersection of children's mathematical thinking, classroompractice, and teacher learning. In her work with teachers and teacher educatorsacross preschool and elementary settings, Angela leverages purposefulInstructional Activities driven by children's mathematical thinking to supportteacher learning, collaboration, and generative growth. She is continually inspiredby teachers who, on a daily basis, create space for children to drive the mathematicalwork and challenge the broader discourse of who does and does not get to be "goodat math." Angela is coauthor of YoungChildren's Mathematics: Cognitively Guided Instruction in Early ChildhoodEducation (Heinemann, 2017) and coeditor of Choral Counting and Counting Collections: Transforming the PreK5 MathClassroom (Stenhouse, 2018). Angela lives in Los Angeles, CA. Find her onTwitter @Angelaturrou.
Nicholas C. Johnson, PhD, is assistantprofessor in the School of Teacher Education at San Diego State University(SDSU). His work investigates how classrooms shape children's opportunities toparticipate and learn. A former classroom teacher, instructional coach, andcounty office coordinator, Nick partners with new and practicing teachers toexplore 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 ScienceEducation, coauthor of Young Children'sMathematics: Cognitively Guided Instruction in Early Childhood Education
(Heinemann, 2017), and a contributor (withNatali Gaxiola) to Choral Counting andCounting Collections: Transforming the PreK5 Math Classroom (Stenhouse, 2018).Nick lives in San Diego, CA. Find him on Twitter @CarrythZero.
Megan L. Franke, PhD, is professorof education at UCLA. Dr. Franke's work focuses on understanding and supportingteacher learning for both preservice and in-service teachers. She isparticularly interested in how teaching mathematics with attention to students'mathematical thinking (Cognitively Guided Instruction, or CGI) can challengeexisting school structures and create opportunities for students who are oftenmarginalized to mathematically thrive. Dr. Franke is a member of theDevelopment and Research in Early Mathematics Education (DREME) Network atStanford University where she is studying pre-K2 coherence and designingresources for early childhood teacher educators. She lives in Santa Monica, CA.Find her on Twitter @meganlfranke.
The Young Child and Mathematics is an important resource that extends our view of both learning and teaching mathematics. Grounded in research, guided by concerns for equity, built from practical experiences, and permeated with the principle that children’s mathematical thinking is paramount, this is the resource that will enrich mathematical experiences for teachers and children. —Douglas H. Clements, Distinguished University Professor, Kennedy Endowed Chair in Early Childhood Learning, and Executive Director of the Marsico Institute, University of Denver To read this book is to be invited into a world of rich interactions among young children and teachers where children’s mathematical ideas, experiences, and identities are affirmed and allowed to flourish. With exquisite detail, you’ll develop a fresh perspective to see the mathematical value in children’s playful and joyful interactions and discover how to build on them together with your colleagues. —Elham Kazemi, Professor of Mathematics Education, University of Washington Love it! This book is full of everyday and universal examples of how children make sense of their world and the math found around them. It is a timely resource that I can use to remind me of the why and how of engaging young children—not just in math experiences, but across the range of experiences they encounter throughout the day. I find a new “aha!” with each turn of the page. This is a welcome addition to my resource shelf and a must-have for anyone who wants to be responsive and connect to children’s lives while helping them develop and nurture their math thinking. —Tammy D. Dunn, Head Kindergarten Teacher, Little Red School House and Elisabeth Irwin High School The Young Child and Mathematics, Third Edition, focuses on finding, encouraging, and supporting math thinking throughout the day. Math learning opportunities are highlighted both inside and outside of spaces typically thought of as “math time.” Rather than a detailed account of what is involved in early childhood mathematics, this book focuses on a smaller number of math ideas and dives deeply into them with real-world vignettes from the classroom as anchors. The authors explore and describe children’s thinking and teachers’ practice within each story, returning to these examples throughout the chapter to illustrate a mathematical point or emphasize an aspect of math teaching, learning, or development. It does a great job of translating research-based recommendations into practical tips for teachers, like how to extend mathematical problem solving with follow-up questions. Readers will discover the math all around them—and also how to find it, how to assess it in authentic ways, and how to raise up children’s math ideas equitably. —Alissa A. Lange, Associate Professor of Early Childhood Education and Director of Early Childhood STEM Lab, East Tennessee State University This book is a valuable resource that helps educators intentionally design joyful, creative learning spaces and activities that empower children as they play with math. In addition to illuminating vignettes, a strong conceptual framework encourages readers to delve more deeply into their own personal understandings of how young children develop mathematical competency and confidence. A must-read for any educator interested in encouraging a love of math in children! —Deanna Pecaski McLennan, Kindergarten Educator and Author of Embracing Math This new edition is the perfect resource for early childhood educators. It serves as a professional research-based math education textbook as well as an engaging can’t-put-it-down resource with classroom examples and photos that any educator of young children will learn from and love! —DeAnn Jones, Professor of Early Childhood Education, Purdue University Global and North Seattle College, and Owner and Teacher, Discovery Place Preschool The Young Child and Mathematics puts children—their sensemaking, competencies, languages, and cultures—at the center of math teaching and learning. Well informed by research on effective teaching, the book vividly describes how teachers can build on young children’s math understandings through developmentally appropriate and playful activities. —Deborah Stipek, Professor, Stanford University The third edition of The Young Child and Mathematics is clear, readable, and beautifully grounded in real classrooms. The authors’ deep respect for young children, early childhood educators, and important mathematical ideas shines through on every page! —Tracy Johnston Zager, Math Coach and Author of Becoming the Math Teacher You Wish You’d Had
|
Ask a Question About this Product More... |
|
