The Early Math Collaborative publishes scholarly articles on education issues related to early mathematics.

    2018

  • Brownell, J. O., Hynes-Berry, M.

    , & Baroody, A. J. (2018). Pathways to Basic Combination Fluency in the Primary Grades. In J. McCray, J-Q Chen, & J.E. Sorkin (Eds.), Growing mathematical minds (pp. 55-82). New York: Routledge.

    View Link
  • Hynes-Berry, M., McCray, J.

    , & Goldin-Meadow, S. (2018). The Role of Gesture in Teaching and Learning Math. In J. McCray, J-Q Chen, & J.E. Sorkin (Eds.), Growing mathematical minds (pp. 55-82). New York: Routledge.

    View Link

    • 2017

  • Chen, J-Q., Hynes-Berry, M.

    , Abel, B., Sims, C., & Ginet, L. (2017). Nurturing Mathematical Thinkers from Birth: The Why, What, and How. ZERO TO THREE, 37(5), 23.

    View Link

    • 2014

  • Hynes-Berry, M.

     & Berry, G. Reading an object: Developing effective scientific inquiry using student questions. The European Journal of Science and Mathematics Education, 2(2), 87-97.

    View Link Download File Read More

    Abstract

    We explore the power of allowing students to construct their own conceptual understanding as they “read an object” in a series of guided inquiry steps, developing their own questions about the object. Their ownership of questions increases the learner’s engagement and results in more efficacious learning and meets the standards of quality intellectual work and meaningful lifelong learning, as opposed to school-based “mastery learning” for the test.

  • Hynes-Berry, M.

    (2014). Stories and storytelling: Good for the heart and mind. In Adams, K. (Ed.), Expressive Writing: Classroom and Community, (pp. 7-33). Lanham, MD: Rowman & Littlefield.

    • 2011

  • Hynes-Berry, M.

     (2011). Don’t leave the story in the book: Using literature to guide inquiry in early childhood classrooms. New York, NY: Teachers College Press