January 16, 2014
"At Kohl Children’s Museum, we partner with a great team of early childhood researchers, professional development providers and teachers at Erikson Institute’s Early Math Collaborative. One of the methods they promote is Mathematizing Daily Experiences. Simply put, mathematizing is using everyday activities and items to talk about math with young children."
Doug Clements argues that language arts and mathematics are not mutually exclusive skills.
Jan de Lange walks through a few educational math games available online. With degrees of difficulty bridging from Pre-K through 8th grade, these games extend the idea of learning trajectories.
Jie-Qi Chen explains the importance (and difficulty) of fostering positive attitudes and beliefs in educators towards teaching mathematics. "Often professional development does not focus on attitudes and beliefs. Why? It's subjective. It's judgmental. It's difficult…
As part of their video series, Head Start's National Center on Quality Teaching and Learning describes in depth the Collaborative and its philosophy.
Children like big numbers! Often before they can say all the numbers from one to one hundred reliably, children understand that one hundred is a lot. They quickly learn that one thousand is even more…
Kiyomi Akita describes the current climate of math education in Japan.
Kiyomi Akita describes two facets of Japan's strong early math education program. "We encourage teachers to teach mathematics embedded in everyday learning activities."
Angela Giglio Andrews explains a math activity she used in a preschool class. Despite its apparent simplicity, it led to a wide variety of responses from her students.
Angela Giglio Andrews shares an anecdote in which an order of french fries shared between a mother and her child led to questions involving measurement and other rich mathematical concepts.