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Shoe Graph

EMTR081-1 3-5 year old childrens education programs

In this video, students brainstorm ways to sort their shoes. Later, they graphically organize the data from the sets they created.

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The Math in Learning Names

Do the children in your classroom know each other’s names? At winter break, are they still pointing to “that girl.” Doing activities in the early weeks of school that use the children’s own names will do wonders for building your classroom community. At the same time, you can be doing math—as well as literacy!

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Mathematical Modeling with Lyn English


Lyn English explains an exploratory method of teaching math. “The children’s learning was extended beyond the curriculum because they discovered a lot of the mathematical ideas themselves.”

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Analyzing Data with Surveys


Heather Duncan did a particularly striking job of explaining how she and her kindergartners at South Shore Elementary have made collecting data from surveys and discussing them a regular part of their classroom life.

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Control Your Math Fate, Estimate!


Ellen Stoll Walsh’s book Mouse Count can be used in the classroom to cover such broad-ranging topics as data analysis, number sense, and number and operations. Key concepts such as estimation can be explored and investigated.

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Algebraic Thinking with Shoes

ShoeGraph-3 math algebraic expressions and graphing

Cindy Collado and her preschool class at Stock School were involved in a shoe project that incorporated many math concepts through a variety of activities over the course of two months. The class started by taking a good look at their shoes and then talking and thinking about what they saw.

It is useful to compare parts of the data and to draw conclusions about the data as a whole.

Using the analysis we have done to learn something new is the final step and ultimately the purpose of data analysis.  Emphasizing this makes the entire process of analyzing data make sense to young children. © Erikson Institute’s Early Math Collaborative. Reprinted from Big Ideas of Early Mathematics: What Teachers of Young Children Need to  More →

Data must be represented in order to be interpreted, and how data are gathered and organized depends on the question.

With scaffolding and thoughtful guidance, young children can follow the steps involved in a simple data analysis process.  When they have experience answering different types of questions, they begin to see that data becomes most helpful when it is visually depicted, and that these depictions will differ depending on the question at hand. © Erikson  More →

The purpose of collecting data is to answer questions when the answers are not immediately obvious.

The most important thing young children can learn about data analysis is why we do it.  When they understand that it might be the most effective way to answer a difficult question, they have the piece of information that makes data analysis something they might want to know more about.  Knowing the purpose of data  More →