The Early Math Collaborative presents at conferences and other venues in order to further the discussion surrounding early mathematics and early education-related matters.
-
Reid, E. E.,
McCray, J.
Gaylor, E. (2018, June). Evaluating the Fidelity and Impact of an Early Childhood Center-Based Mathematics Professional Development Program. Poster presentation at National Research Conference on Early Childhood.
-
McCray, J.,
Chen, J-Q.
(2018, June). Creating research-to-practice conversations in early math: A case study of an innovative book writing process. Presentation at the NAEYC Professional Learning Institute.
National Association for the Education of Young Children Professional Development Institute -
Solarski, L.,
Reid, E. E.,
McCray, J.
, Gaylor, E., Kamdar, D., & Dominguez, X. (2016, September). Collaborative Math in Head Start: Pilot study. Poster session presented at the annual meeting of the Illinois Education Research Council, Bloomington, IL.
Illinois Education Research Council Read MoreAbstract
This pilot study investigated the successes and challenges of Collaborative Math, a professional development program with the goal of helping early childhood centers become centers of excellence in mathematics where quality early math instruction is fostered, celebrated, and sustained. Prior research has found that in order to be effective and sustainable, professional development should include all teaching staff and administration, thus creating a supportive environment for innovation. Three Chicago Head Start Centers participated in a condensed version of Collaborative Math including learning labs and group coaching for teachers, leadership academies and consultation for directors, and math activities and resources for families. Data was collected in the form of coach’s logs, interviews with individual directors and teachers, and focus groups with families. Analysis uncovered successes including development of shared language and experience around mathematics among center staff, as well as fostering expertise, knowledge, and confidence in instructional leaders. Families enjoyed engaging with their children around math and learning what occurred in school, but found busy schedules to be a barrier. Additional challenges for centers include the complexity of leadership roles and logistics, including limited time and capacity, which prevent leaders from coaching their teachers around mathematics. Teachers also struggle to secure time to collaborate with colleagues. Implications for full implementation in Fall 2016 include reconsidering the responsibilities of leaders, balancing the quality and quantity of learning labs, and using e-mail and text to engage families.
-
Chen, J-Q.,
McCray, J.
Gaylor, E. (2015, March) Understanding the Effects of an Early Math Intervention with Teachers on Child Outcomes. Presentation at Society for Research on Child Development Biennial Meeting.
Society for Research in Child Development -
Chen, J-Q.,
Reid, E. E.,
Zhang, Y.,
Cerezci, B.,
McCray, J.
(2015, April). Whole teacher approach: Investigations on mathematics teaching in early childhood teachers. Round table session at the annual research conference of the American Educational Research Association, Chicago, IL.
American Education Research Association -
Reid, E. E.,
Chen, J-Q.,
McCray, J.
-
McCray, J.
-
Zhang, Y.,
Chen, J-Q.,
McCray, J.
, Chang, C., Budak, S., Reid, E. E., Cerezci, B. (2014, October). Reliability and validity of an innovative measurement assessing knowledge for teaching early mathematics. Poster session presented at the annual meeting of the Illinois Education Research Council, Bloomington, IL.
Illinois Education Research Council -
Reid, E. E.,
McCray, J.,
Chen, J-Q.
Illinois Education Research Council -
Cerezci, B.,
Brownell, J. O.,
McCray, J.
Illinois Education Research Council -
Chen, J-Q.,
McCray, J.
Illinois Education Research Council -
Cerezci, B.,
Brownell, J. O.,
Chen, J-Q.,
McCray, J.
Loyola University Interdisciplinary Research Symposium for Graduate School Students Read MoreAbstract
High quality education in math for young children builds a strong foundation for future mathematics learning. Evidence is clear that early mathematics achievement is associated with later school success, but the field lacks clear definition of excellence in early mathematics teaching. We are also short of available tools to assist teachers and teacher educators in monitoring or assessing classrooms around mathematics teaching. The purpose of this poster was to introduce High Impact Strategies in Early Mathematics, (HIS-EM), an observational tool designed to identify and measure the frequency of high quality mathematics teaching practices in preschool through third grade and to report its early findings.
-
McCray, J.,
Chen, J-Q.
National Council of Teachers of Mathematics -
McCray, J.,
Chen, J-Q.
American Education Research Association -
Chen, J-Q.,
McCray, J.
National Council of Teachers of Mathematics -
Chen, J-Q.,
McCray, J.
American Education Research Association -
McCray, J.
Kentucky Center for Mathematics Conference -
Cerezci, B.,
McCray, J.
Illinois Education Research Council -
Cerezci, B.,
McCray, J.,
Chen, J-Q.,
Brownell, J. O.
Loyola University Interdisciplinary Research Symposium for Graduate School Students -
McCray, J.,
Chen, J-Q.,
Zhang, Y.
National Council of Teachers of Mathematics -
McCray, J.,
Chen, J-Q.
National Association for the Education of Young Children -
McCray, J.
National Association for the Education of Young Children -
McCray, J.
National Council of Teachers of Mathematics -
McCray, J.,
Chen, J-Q.
National Association for the Education of Young Children -
McCray, J.
American Education Research Association -
McCray, J.
National Council of Teachers of Mathematics -
McCray, J.
Head Start Research Conference