Series: Hear from the Experts

Language, Literacy, and Math with Doug Clements

Duration: 03:41Having video problems?

If you use Internet Explorer 8 or below, please consider using Chrome, Internet Explorer 9 or higher, Safari, or a tablet or smartphone for a better viewing experience.

Doug Clements argues that language arts and mathematics are not mutually exclusive skills.

There’s something fundamental about the thinking that kids do in a good early math program that helps multiple areas.

Doug Clements is a Kennedy Endowed Chair in Early Childhood Learning, a professor, and the Executive Director of the Marsico Institute of Early Learning and Literacy at the University of Denver’s Morgridge College of Education. He also helped coauthor the report of President Bush’s National Math Council and the new Curriculum Focal Points for early childhood produced by the National Council of Teachers of Mathematics.

The Early Math Collaborative, supported by the Robert R. McCormick Foundation, held international symposia in 2009 and 2010. The two events brought experts from around the world to share approaches to early mathematics education with teachers, administrators, policy-makers, and other education professionals. The goal was to generate globally-informed ideas and recommendations for improving math instruction in the early childhood classroom. In breakout discussions and plenary sessions, participants brainstormed ideas, identified issues, and recommended actions.

Source: International Symposium on Early Mathematics Education • Copyright: © Erikson Insitute • Content ID: ED238 ①

More in the Hear from the Experts series

learning-progressions

Learning Progressions in Math Go in Different Directions

While many believe that students learn math on a straight-forward, linear path, they actually pull ideas from many different sources when completing a problem. The challenge for the teacher, then, is to take these students, all in different places, and help them reach the agreed-upon standards.

making sense of math

Making Sense of Mathematics

When teaching students math, we often do so in a way that doesn't help them make sense of the subject. We teach the steps to take to get an answer, rather helping them understand why those are the steps to take.

What do you think?