The Early Math Collaborative presents at conferences and other venues in order to further the discussion surrounding early mathematics and early education-related matters.

    2018


  • 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
  • 2016


  • 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 More

    Abstract

    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.

  • 2015


  • 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
  • 2014


  • Reid, E. E., McCray, J., Chen, J-Q.

     (2014, October). Innovations early math professional development program: Two-year impact evaluation. Paper presentation at the annual meeting of the Illinois Education Research Council, Bloomington, IL.

    Illinois Education Research Council
  • 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
  • McCray, J.

     (2014, August). Preschool teachers’ ability to “see” mathematics in children’s play predicts learning. Paper presentation at the biennial meeting of the EARLI SIG 5 Conference, Jyväskylä, Finland.

  • Reid, E. E., Chen, J-Q., McCray, J.

     (2014, September). Achieving high standards for pre-k – grade 3 mathematics: A whole teacher approach to professional development. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.

  • 2013


  • Cerezci, B., Brownell, J. O., McCray, J.

     (2013, June). HIS-EM: Examining quality mathematics teaching in early childhood classrooms. Poster session presented at the annual meeting of the Illinois Education Research Council, Champaign, IL.

    Illinois Education Research Council
  • Chen, J-Q., McCray, J.

     (2013, June). Focusing on the whole teacher in teacher professional development. Poster session presented at the annual meeting of the Illinois Education Research Council, Champaign, IL.

    Illinois Education Research Council
  • Cerezci, B., Brownell, J. O., Chen, J-Q., McCray, J.

     (2013, April). HIS-EM: Examining quality mathematics teaching in early childhood classrooms. Poster session presented at the annual meeting of the Loyola University Interdisciplinary Research Symposium for Graduate School Students, Chicago, IL.

    Loyola University Interdisciplinary Research Symposium for Graduate School Students Read More

    Abstract

    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.

     (2013, April). Teacher interview predicts preschool children’s math achievement. Paper session at the annual meeting of the National Council of Teachers of Mathematics, Denver, CO.

    National Council of Teachers of Mathematics
  • McCray, J., Chen, J-Q.

     (2013, April). Teacher interview predicts preschool children’s math achievement. Paper session at the annual meeting of the American Education Research Association, San Francisco, CA.

    American Education Research Association
  • Chen, J-Q., McCray, J.

     (2013, April). A teachers’ perspective on early mathematics teaching. Paper session at the annual meeting of the National Council of Teachers of Mathematics, Denver, CO.

    National Council of Teachers of Mathematics
  • Chen, J-Q., McCray, J.

     (2013, April). Understanding teachers’ attitudes and beliefs in early mathematics teaching. Session at the annual meeting of the American Education Research Association, San Francisco, CA.

    American Education Research Association
  • 2012


  • Cerezci, B., McCray, J.

     (2012, June). Examining quality mathematics teaching in early childhood classrooms: Preliminary results of the HIS-EM teacher observation. Paper session presented at the annual meeting of the Illinois Education Research Council, Tinley Park, IL.

    Illinois Education Research Council
  • Cerezci, B., McCray, J., Chen, J-Q., Brownell, J. O.

     (2012, April). HIS-EM: Examining quality mathematics teaching in early childhood classrooms. Poster session presented at the annual meeting of the Loyola University Interdisciplinary Research Symposium for Graduate School Students, Chicago, IL.

    Loyola University Interdisciplinary Research Symposium for Graduate School Students
  • McCray, J.

     (2012, March). It’s not as easy as 1-2-3: The complexities of early mathematics. Invited address at the annual meeting of the Kentucky Center for Mathematics Conference, Lexington, KY.

    Kentucky Center for Mathematics Conference
  • 2011


  • McCray, J., Chen, J-Q., Zhang, Y.

     (2011, April). Preventing the achievement gap: Professional development in foundational mathematics. Paper session presented at the annual meeting of the National Council of Teachers of Mathematics, Indianapolis, IN.

    National Council of Teachers of Mathematics
  • 2010


  • McCray, J., Chen, J-Q.

     (2010, June). Understanding big ideas: Key to effective teacher professional development. Presentation at the National Institute for Early Childhood Professional Development, National Association for the Education of Young Children, Phoenix, Arizona.

    National Association for the Education of Young Children
  • 2009


  • McCray, J.

     (2009, June). The whole teacher approach: A new framework for professional development informs teacher training in mathematics. Paper presentation at the annual meeting of the National Association for the Education of Young Children, Charlotte, NC.

    National Association for the Education of Young Children
  • 2008


  • McCray, J., Chen, J-Q.

     (2008, November). The whole teacher approach. Presentation at the annual meeting of the National Association for the Education of Young Children, Dallas-Ft. Worth, TX.

    National Association for the Education of Young Children
  • McCray, J.

     (2008, April). Preschool mathematics PCK interview predicts children’s outcomes. National Council of Teachers of Mathematics Annual Meeting, Research Precession, Salt Lake City, UT.

    National Council of Teachers of Mathematics
  • McCray, J.

     (2008, March). Environmental checklist for preschool mathematics correlates with teaching practices: Evaluating the Math-Rich Environment Checklist (MRE). Annual Conference of the American Education Research Association Meeting, New York, NY.

    American Education Research Association
  • 2007


  • McCray, J.

     (2007, March). Re-visiting the concept-procedure analysis of preschool mathematics. National Council of Teachers of Mathematics Annual Meeting, Research Precession, Atlanta, GA.

    National Council of Teachers of Mathematics
  • 2006


  • McCray, J.

     (2006, June). Measuring pedagogical content knowledge for preschool mathematics. Head Start Research Conference, Washington, DC.

    Head Start Research Conference