We partner with schools, school districts, and organizations to provide a range of professional development services on early math education. At the beginning of the partnership, we will work with you to structure the most effective professional development program based on your needs and funding. Our services could be one-year projects, one- or two-summer institutes, or intensive multi-year professional development projects. They could include working in-person, online, or both with teachers and trainers or entire early childhood education programs.
Below are examples of how we have worked with a range of organizations.
In-Person Learning Labs
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We provide interactive full- or part-day learning sessions in which early childhood teachers, trainers, or administrators gain understanding of the math content and strategies to improve core competencies based on state and federal standards.
BIG IDEAS OF FOUNDATIONAL MATHEMATICS
We created the Big Ideas in Early Mathematics to address the need for a deeper understanding of foundational concepts in math and how they can be included in appropriate early childhood practice. Our Big Ideas use clear language to identify the central concepts within each mathematical topic—such as sets or number sense. Early childhood teachers can use these Big Ideas as a guide for thinking about the kinds of math learning opportunities they need to provide in their classrooms.
CONTENT-FOCUSED WHOLE TEACHER APPROACH
The Whole Teacher Approach is a conceptual framework for the design of professional development created by Dr. Jie-Qi Chen, the Principal Investigator for the Early Math Collaborative. While addressing teacher knowledge, attitudes, and practice in an integrated fashion, multiple pathways to teacher development are activated and training is more successful and has longer-lasting effects. This philosophy is used to guide our program design, implementation, and evaluation.
Research and Evaluation
Research and evaluation of educators and/or students can be a part of Early Math Collaborative program services or independent of it. Services may include materials, assessment and analysis, and/or training/certification.
- Materials: These may include testing kits, online video- and text-based surveys along with the support for conducting them with teachers, or training materials such as coded video examples.
- Assessment and analysis: The need to implement the assessments and analyze the results by Early Math Collaborative depends on the tool used, the institution’s resources, location, and the number of research participants involved.
- Training/certification: Depending on the tool used and the resources of each institution, training and certifying staff and validating those results may be an option.
HIGH IMPACT STRATEGIES FOR EARLY MATHEMATICS (HIS-EM)
Created by Early Math Collaborative, this observation tool utilizes 9 dimensions organized within 3 domains to assess teacher practice. At a time when classroom observation is becoming the new norm of teacher evaluation, HIS-EM offers a content-focused tool that fills a void to assess early mathematics teaching.
PEDAGOGICAL CONTENT KNOWLEDGE FOR EARLY MATHEMATICS (PCK-EM)
Created by Early Math Collaborative, this online video-based survey assesses a teacher’s understanding of what math content is being taught, what instructional strategies are being used, and whether students understand the content.
ATTITUDES AND BELIEFS FOR EARLY MATHEMATICS (ABC-EM)
Created by Early Math Collaborative, this online survey assesses teachers’ mathematical attitudes and beliefs.
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Early Math Collaborative has trained researchers and implemented these student and teacher assessment tools in numerous projects, each time choosing the tool based on the needs of the research being conducted.