bokomslag Big Ideas of Early Mathematics

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208 sidor
2013

Early math competence is one of the best predictors of school success across the curriculum [Duncan et al., 2007]

Early childhood teachers can become inspired math teachersseeing math in childrens literature and everyday routines, communicating their own excitement, and making significant improvements in childrens math learning by understanding the Big Ideas.

A group of seven researchers and practitioners who form The Early Math Collaborative at Erikson Institute have helped more than 400 Chicago Public School preschool, kindergarten, and Head Start teachers develop the competencies needed to provide quality mathematics education to children during the critical years of early schooling. In this book, readers will explore and understand the Big Ideas that underlie early math content and learn how to make these foundational ideas clear to young children. The Big Ideas are closely aligned with the content of the Common Core State Standards (2010) and reflect the emphasis defined by the National Council of Teachers of Mathematics Curriculum Focal Points (NCTM, 2006). These ideas are developmental, building on childrens own thinking to support genuine understanding through constructivist approaches. Each chapter concludes with a video, accessible through the companion DVD, that shows teachers and children engaged in thinking about the Big Ideas. Accompanying reflection questions help teachers think more deeply about what they see.

Erikson Institute, a graduate school in child development in Chicago, specializes in the training of leaders who work with or for children between the ages of 0 and 8 and their families.

The simple, concrete mapping of the sequence of how children develop math concepts and skills makes learning, understanding, and implementing the ideas an easy task. The visuals to help explain the concepts are essential as well.

Connie Casha, Tennessee Department of Education

"[This book is] a remarkable addition to my Science and Math for Young Children course. At the end of the course, many students shared how much [it] helped them overcome their anxieties about creating math activities for young children that go beyond counting. My students feel much more confident about using new and appropriate language while facilitating meaningful math activities with children."

Nena Bush, Malcolm X College, Chicago