Promising Math

In October of 2017, the Collaborative hosted Promising Math, a conference meant to link the research, practice, and policy arms of early mathematics. We gathered a group of 80 people from across the nation, including experts in intervention and teaching, scholars in early mathematics, policymakers and government representatives, experts in dual language learning, adult educators and scholars in teacher preparation, and cognitive developmental scientists. This forum is meant to keep the conversation between these early math stakeholders going!

Please use this venue to communicate with others who have a vested interest in helping to shape early mathematics teaching and learning experiences. For example, you might:

  • Inform forum members of an upcoming conference
  • Ask whether anyone knows of a good preschool classroom observation tool for math
  • Let forum members know that you are looking for a good math coach in your area
  • Provide a link to an interesting early math-related article
  • Make others aware that you have a new post-doctoral position in your lab
  • Share a new math coaching model

Anyone can read the forum, but to post, you must “Join the collaborative” by providing your email and a little information about yourself, and indicate your preference to be part of the forum specifically. Collaborative staff members will manage the site, helping to provide connections as needed.

We hope you find this new resource useful as we all work together to transform the understanding, learning, and teaching of early mathematics from the ground up!

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What do you think?

  1. Placeholder

    Sharee

    1 week ago

    I think a better way to label it is not a gap, but a difference. A gap implies a deficiency, which may not always be so. I have students at IC that are perfectly able to use mathematical language to express themselves in their home language. Getting students to use their classroom language is what English Language Learning is all about.

  2. Jennifer McCray, Ph.D. Principal Investigator

    Jennifer McCray

    3 weeks ago

    I would like to hear some responses from both those who study early math education and those who study the education of dual language learners to a recently published article in Child Development by Douglas Sperry and colleagues.

    In “Reexamining the Verbal Environments of Children from Different Socioeconomic Backgrounds,” the authors provide an important critique of the “30 million word gap;” that is, Hart and Risley’s much-cited finding (http://www.wvearlychildhood.org/resources/C-13_Handout_1.pdf) that poorer children hear as many as 30 million fewer words than their better-off counterparts by age three. They suggest that not only is the characterization of the size of the “gap” greatly exaggerated, but also that the idea of this large “word gap” has become one more way of marginalizing a whole community of children and families. They suggest that we be critical of this way of characterizing difference, that it is a deficit approach that may prevent us from capitalizing on the rich founts of knowledge that do exist in every community, regardless of how much language children hear in their home environment.

    Meanwhile, there is growing interest among early math educators in trying to leverage home environments as a way to increase math achievement for all children, but with an emphasis on those homes that might not be providing as much math-related input. This emphasis is bolstered by robust findings about how children’s math learning can be predicted (on average) by how much the adults in their lives—at both school and home—talk about math-related ideas (https://scienceoflearning.uchicago.edu/news/susan-levine-traces-kids-math-skills-back-early-parent-talk).

    My question is, how do my fellow educators and researchers who care about the math learning of young dual language learners feel about the implications of this “word gap” discussion? The idea of the “gap” has helped to clarify thinking about the importance of working with families, and not just teachers, which is certainly useful. Given Sperry, et al.’s concerns, is it important we avoid referring to Hart & Risley’s “gap” when we are trying to motivate interest in family math work? If so, what is a better approach to helping people understand the important of “math talk: in the home?

    • Mary Hynes-Berry

      3 weeks ago

      Jennifer, the questions you raise are significant and complex—as I am well aware from being a second-language learner, teaching language development at the Master’s level, and especially from directing our Math All Around Me program for 0-3 caregivers. In the first place, whether one is a first- or second-language learner, rich or poor, all young children are language learners.

      Furthermore, a very robust body of research that says early language learning depends on positive interactive communication. This point is so significant that Sperry’s study spurred linguistic development researchers including Roberta Golinkoff, Erika Hoff, and Kathy Hirsch-Pasek to issue a rebuttal in a Brookings Institute blog https://www.brookings.edu/blog/education-plus-development/2018/05/21/defending-the-30-million-word-gap-disadvantaged-children-dont-hear-enough-child-directed-words. They point out that even the Sperry team acknowledges that all children learn best from conversations and interactions with important others, that build on the child’s interest.

      They also point to a study by Amy Pace which shows that a child’s language competency in kindergarten predicts later language, math, reading, and social abilities up to 5th grade and is the best early indicator of success. In fact, Pace points to studies that link future math performance to the amount of math talk heard in earliest childhood—the point is that it’s conversations that count most for building mathematical thinking and problem-solving skills. Those conversations can and do go on across all demographics

      Personally, I am concerned about the deficits of researchers and policy makers who are blind to communication cues that are culturally based and include much more than verbalizations (such as actions, gestures, and body language). Perhaps it is important that we broaden our conception of what constitutes math-related communication as well as math achievement. I’d love to hear more from others about the issues Jennifer raises.