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.
PDF of presentation:
2010 Myths of Early Math 10-11-09 jm
Jennifer McCray earned both her master’s and doctorate degrees at Erikson Institute. A former preschool teacher, she has taught pre- and in-service preschool and elementary teachers for the past eight years. In addition to directing the Early Math Collaborative, Jennifer conducts research on preschool teaching and learning. Her dissertation, which focused on preschool teachers’ understanding of mathematics, recently won two national awards.
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.