The Early Math Collaborative publishes scholarly articles on education issues related to early mathematics.

    2018

  • Chen, J-Q., Brownell, J. O.

    & Uttal, D. (2018). The Use of Concrete Objects in Early Mathematical Learning. In J. McCray, J-Q Chen, & J.E. Sorkin (Eds.), Growing mathematical minds (pp. 55-82). New York: Routledge.

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    • 2017

  • Chen, J-Q., Hynes-Berry, M.

    , Abel, B., Sims, C., & Ginet, L. (2017). Nurturing Mathematical Thinkers from Birth: The Why, What, and How. ZERO TO THREE, 37(5), 23.

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    • 2013

  • Chen, J-Q., McCray, J.

    , Adams, M., & Leow, C. (2013). A survey study of early childhood teachers’ beliefs and confidence about teaching early math. Early Childhood Education Journal. Manuscript submitted for review.

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    Abstract

    This study reports on results from the Early Mathematics Belief and Confidence Survey, administered to 346 preschool teachers in a large public school system in the Midwest. Survey results depict a much more positive view of teachers’ beliefs and confidence in early math teaching than previously reported. Results also suggest that teacher confidence varies with specific types of math knowledge and teaching abilities, and assessing math learning is a specific area where teachers lack confidence. Examining confidence in their math abilities and in teaching early math, results indicate that teachers are more confident teaching math and remain confident in teaching even when confidence in their abilities is low. Implications of results for early math professional development are discussed.

  • Chen, J-Q., McCray, J.

     Intentional teaching: Integrating the processes of instruction and construction to promote quality early mathematics education. In Kortemkamp, U., Brandt, B., Benz, C., Krummheuer, G., Ladel, S., Vogel, R. (Eds.), Early mathematics learning: Selected papers of the POEM 2012 conference. New York, NY: Springer.

    • 2012

  • Chen, J-Q., McCray, J.

     (2012). The what, how, and why of effective teacher professional development in early mathematics education. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 15(1), 113-121. doi: 10.1080/15240754.2011.636493

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    Abstract

    In this essay, we describe a conceptual framework designed specially to guide early childhood teacher professional development. Called development of the whole teacher, the framework emphasizes promoting all aspects of teacher’s growth, including attitudes, knowledge, and practice. To exemplify the framework, we describe an Early Mathematics Education Project that is guided by the whole teacher approach for setting program goals, selecting instructional strategies, and evaluating outcomes. The utility power of the whole teacher approach to teacher professional development is discussed in terms of four interrelated characteristics, namely, multidimensional, integrated, developmental, and contextualized.

  • McCray, J., Chen, J-Q.

     (2012). Pedagogical content knowledge for preschool mathematics: Construct validity of a new teacher interview. Journal of Research in Childhood Education, 26(3), 291-307. doi: 10.1080/02568543.2012.685123

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    Abstract

    This study examines the construct validity of a new teacher interview designed to assess teachers’ pedagogical content knowledge (PCK) for preschool mathematics. PCK describes the subject matter knowledge a teacher needs for effective teaching. Data from 22 teachers and 113 Head Start children in a large midwestern city in the United States were used to test predictive relationships between the PCK interview and two dependent variables: good preschool math teaching practices and improved child learning outcomes. Using a method from previous published work, frequency of math-related language is assessed as a proxy for good preschool math teaching. Changes in children’s mathematical achievement were measured from fall to spring within a single school year using the Test of Early Mathematics Ability (3rd ed.). Analysis by hierarchical linear modeling found significant positive relationships between scores on the new measure and both variables, suggesting that the PCK interview adequately represents the knowledge needed for effective teaching of preschool mathematics. A theoretical framework for the interview’s construction is provided.

  • Chen, J-Q., McCray, J.

     (2012). A conceptual framework for teacher professional development: The whole teacher approach. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 15(1), 8-23. doi: 10.1080/15240754.2011.636491

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    Abstract

    In this article, we describe a conceptual framework for in-service professional development—the Whole Teacher approach. A significant departure from the traditional approach to professional development that speaks primarily to teachers’ acquisition of knowledge and skills, the Whole Teacher framework emphasizes promoting all aspects of a teacher’s development, including attitudes, knowledge, and practice. Putting the framework in operation, we describe a project proven to be effective in helping to develop teachers’ competence and increase children’s performance in early mathematics. We focus on how the Whole Teacher framework guided the project’s design, implementation, and program evaluation. The article concludes with a discussion regarding the significance of the Whole Teacher approach to teacher professional development.

    • 2011

  • Chen, J-Q.

    , McNamee, G., & McCray, J. (2011). The learning profile: A construct to understand learning and development of the whole child in content areas. The International Early Learning Journal, 1(1), 1-24.

  • McCray, J., Chen, J-Q.

     (2011). Foundational mathematics: A neglected opportunity. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.) Mapping equity and quality in mathematics education, pp. 253-268. New York: Springer. doi: 10.1007/978-90-481-9803-0-18.

    • 2006

  • Chen, J-Q.

     & Chang, C. (2006) Testing the whole teacher approach to professional development: A study of enhancing early childhood teachers’ technology proficiency. Early Childhood Research & Practice, 8, 1-18.

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    Abstract

    The contribution of early education to children’s well-being and school success is widely recognized. Effective teachers are the most critical factor in the quality of a child’s education. The key to sustaining teacher effectiveness and supporting continuous growth is high-quality professional development. Despite its critical importance, professional development for early childhood teachers is inconsistent and fragmented. The field of early education lacks a common conceptual framework to organize and integrate teacher development experiences. In this paper, the whole teacher development approach is proposed as an organizing framework. The approach is distinguished by its simultaneous focus on teacher attitudes, skills and knowledge, and practices. Also distinctive is its application of an integrated developmental framework that promotes teacher proficiency in a wide range of specific domains. To test the approach, a study of teachers’ technology proficiency was carried out. The study analyzed relationships among teacher attitudes, skills, and practices, using data collected from teachers in the process of developing computer proficiency. Among teachers who participated in a technology program based on the whole teacher development approach, significant degrees of association among attitudes, skills, and practices were found. Further, program participants reported significantly higher levels of technology skill and classroom practice than nonparticipants. Distinctive features of the approach are compared to other professional development practices in early childhood education. Implications for conceptualizing and designing effective professional development programs for early childhood teachers are discussed.