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The Complexity of Early Mathematics Education Jeanine Brownell Jennifer McCray

The Complexity of Early Mathematics Education Jeanine Brownell Jennifer McCray. U.S. Mathematics Education:. A Concern for Almost 25 Years. United States. Other industrialized nations.

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The Complexity of Early Mathematics Education Jeanine Brownell Jennifer McCray

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  1. The Complexity of Early Mathematics EducationJeanine BrownellJennifer McCray

  2. U.S. Mathematics Education: A Concern for Almost 25 Years United States Other industrialized nations In 1983, the Commission on Excellence in Education first reported U.S. students “lagging behind” other industrialized nations

  3. No Improvement Among U.S. 4th Graders (NCES, 2003 TIMSS Highlights)

  4. Inadequate Improvement Among U.S. 8th Graders (NCES, 2003 TIMSS Highlights)

  5. School Readiness and Later Achievement Early reading skills Later reading achievement Early math skills Later math achievement Early math skills Later reading achievement Kindergarten entry 3rd to 8th grades Duncan, et al. 2007

  6. Myth 1: Early mathematics education is primarily learning numbers and shapes.

  7. National Council of Teachers of Mathematics(NCTM)Content & Process Standards GEOMETRY MEASUREMENT Communication Reasoning and Proof Problem Solving Representation Connections ALGEBRA DATA ANALYSIS NUMBER & OPERATIONS

  8. Sample of a Child’s Algebraic Thinking

  9. Myth 2: Teaching early mathematics is easy since it’s about the most basic math.

  10. Early Mathematics Teaching HOW Instructional Methods WHAT Content Knowledge PCK Pedagogical Content Knowledge WHO Knowledge of Children Shulman, 1986, 1987

  11. Counting is Complex +

  12. Number is Complex

  13. Myth 3: Young children pick up mathematics concepts naturally through play and in their daily lives. Direct instruction is unnecessary and developmentally inappropriate.

  14. Scientific concepts originate in classroom instruction, helping totransform the structure of the child’s spontaneous concepts and organize them into a system. Spontaneous concepts originate in the child’s personal experience. They areoften used as mediatorsto understand the scientific concepts. Vygotsky, 1978

  15. Enhance children’s natural interest in mathematics; andBuild on children’s varying experiences, including their family, linguistic, and cultural backgrounds. Good early mathematics should… --NAEYC/NCTM Joint Position Statement, 2002

  16. Myth 4: Early mathematics learning happens through hands-on activities with manipulatives.

  17. There is a significant relationship between the amount of math-related talk by preschool teachers and the growth of mathematics knowledge in their children over the school year. Klibanoff, et al. 2007

  18. Children do not learn by doing. They learn by thinking and talking about what they are doing. --Angela Andrews

  19. Our Challenge: Most early childhood teachers are not adequately prepared to teach early mathematics.

  20. Language Arts or Literature MATHEMATICS ACTIVITY SocialStudies Science Art or MusicActivity Chicago Early Childhood Mathematics Mathematics activities take place in only 21 percent of CPS early childhood classrooms on a given day (Chicago Program Evaluation Project, 2007)

  21. Teacher Preparedness Percent of early childhood teacher education programs in New Jersey’s 4-year colleges that provide … • Lobman, Ryan, & McLaughlin, 2005

  22. The Early Mathematics Education (EME) Project • Supported by McCormick Foundation and CME Trust • Served 80 CPS preschool and kindergarten teachers and the 2,500 children they teach in 2007-2008 • Are serving an additional 86 teachers this year

  23. Two Elements of EME Workshop Sessions On-Site Consultation

  24. EME Combines Great Children’s Literature with Early Mathematics

  25. Content Standards of the National Council of Teachers of Mathematics (2000)

  26. Sessions are Interactive and Hands-On

  27. Teachers Have Lots of Opportunities to Work Together

  28. Preschool University University Preschool EME Early Mathematics Education in Perspective

  29. THANK YOU Jennifer McCray, EME Director jmccray@erikson.edu Jeanine Brownell, EME Project Coordinator jbrownell@erikson.edu

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