The Early Math Collaborative presents at conferences and other venues in order to further the discussion surrounding early mathematics and early education-related matters.

    2019

  • Reid, E. E.

    (2019). A Center-Based Approach to Creating Sustainable Excellence in Mathematics in Early Childhood Education. Presentation at the Society for Research on Child Development.

    Society for Research in Child Development

    • 2018

  • Reid, E. E., McCray, J.

    Gaylor, E. (2018, June). Evaluating the Fidelity and Impact of an Early Childhood Center-Based Mathematics Professional Development Program. Poster presentation at National Research Conference on Early Childhood.

  • Reid, E. E., Melgar, C.

      (2018) A Center-based Approach to Changing Teacher Math Attitudes in Head Start Centers. A presentation at the Erikson Institute Research Symposium.

    • 2017

  • Jacobson, M., Reid, E. E.

      (2017). Gender Bias in Teacher Interactions During Math Activities: A Framework for Video Data Analysis. Poster session at the Illinois Education Research Council (IERC)

    Illinois Education Research Council

    • 2016

  • Solarski, L., Reid, E. E., McCray, J.

    , Gaylor, E., Kamdar, D., & Dominguez, X. (2016, September). Collaborative Math in Head Start: Pilot study. Poster session presented at the annual meeting of the Illinois Education Research Council, Bloomington, IL.

    Illinois Education Research Council Read More

    Abstract

    This pilot study investigated the successes and challenges of Collaborative Math, a professional development program with the goal of helping early childhood centers become centers of excellence in mathematics where quality early math instruction is fostered, celebrated, and sustained. Prior research has found that in order to be effective and sustainable, professional development should include all teaching staff and administration, thus creating a supportive environment for innovation. Three Chicago Head Start Centers participated in a condensed version of Collaborative Math including learning labs and group coaching for teachers, leadership academies and consultation for directors, and math activities and resources for families. Data was collected in the form of coach’s logs, interviews with individual directors and teachers, and focus groups with families. Analysis uncovered successes including development of shared language and experience around mathematics among center staff, as well as fostering expertise, knowledge, and confidence in instructional leaders. Families enjoyed engaging with their children around math and learning what occurred in school, but found busy schedules to be a barrier. Additional challenges for centers include the complexity of leadership roles and logistics, including limited time and capacity, which prevent leaders from coaching their teachers around mathematics. Teachers also struggle to secure time to collaborate with colleagues. Implications for full implementation in Fall 2016 include reconsidering the responsibilities of leaders, balancing the quality and quantity of learning labs, and using e-mail and text to engage families.

    • 2015

  • Chen, J-Q., Reid, E. E., Zhang, Y., Cerezci, B., McCray, J.

    (2015, April). Whole teacher approach: Investigations on mathematics teaching in early childhood teachers. Round table session at the annual research conference of the American Educational Research Association, Chicago, IL.

    American Education Research Association
  • Brownell, J. O., Cerezci, B., Reid, E. E.

     (2015, April). High impact strategies for early mathematics: A lesson observation tool. Presentation at the annual meeting of the National Council of Teachers of Mathematics, Boston, MA.

    National Council of Teachers of Mathematics

    • 2014

  • Reid, E. E., Chen, J-Q., McCray, J.

     (2014, September). Achieving high standards for pre-k – grade 3 mathematics: A whole teacher approach to professional development. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.

  • Reid, E. E., McCray, J., Chen, J-Q.

     (2014, October). Innovations early math professional development program: Two-year impact evaluation. Paper presentation at the annual meeting of the Illinois Education Research Council, Bloomington, IL.

    Illinois Education Research Council

    • 2013

  • Reid, E. E.

    , Baroody, A. J., & Purpura, D. J. (2013, April). Impact of interventions on preschoolers’ successor principle understanding and linear representation of number. Paper presented at the biennial meeting of the Society for Research in Child Development, Seattle, WA.

    • 2011

  • Reid, E. E.

    , Baroody, A. J., & Purpura, D. J. (2011, September). Assessing a linear representation of the counting numbers. In A. J. Baroody (Chair), Issues in assessment and scoring of early numeracy skills. Symposium conducted at the annual meeting of the Society for Research in Educational Effectiveness, Washington, D.C.

    • 2008

  • Reid, E. E.

    , & DiPerna, J. C. (2008, June). Promoting early numeracy skill growth in Head Start children: NumberFun pilot study. Poster session presented at the Head Start’s Ninth National Research Conference, Washington, D.C.

  • Reid, E. E.

    , DiPerna, J. C., Morgan, P. L., Lei. P., & Wu, Q. (2008, November). Early Arithmetic and Reading Learning Indicators: Assessing preschoolers’ early academic skills using progress-monitoring measures. Poster session presented at the annual meeting of the National Association for the Education of Young Children, Dallas, TX.