Series: Hear from the Experts

Mathematical Modeling with Lyn English

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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.

Lyn English is a professor of mathematics education in the School of Mathematics, Science, and Technology Education at Queensland University of Technology in Brisbane, Australia. She is also the founding editor of the international journal Mathematical Thinking and Learning (Taylor & Francis).

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.

Key icon for Big Ideas

Big Idea

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

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Common Core Alignment

Measurement and Data More

Foundational Math Concepts

Source: International Symposium on Early Mathematics Education • Copyright: © Erikson Institute • Content ID: ED187 ①

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Myths of Early Mathematics (Part 2)

Jennifer McCray, director of Erikson's Early Math Collaborative, continues her talk on some of the most common misconceptions about early math education.

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Myths of Early Mathematics (Part 3)

Jennifer McCray, director of Erikson's Early Math Collaborative, continues her talk on some of the major misunderstandings about what goes into teaching mathematics to young students. In this section, she focuses on how children gradually develop their understanding of number and quantity.

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