Teacher Education Presentations by Mary Hynes-Berry
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Hynes-Berry, M.
, Griffin, K., Hanna, T., Jones, F., and Tominov, S. (2019). Teaching teachers how to fish: Strategies and structures for engaging and effective professional learning experiences. Presentation at National Council of Supervisors of Mathematics (NCSM) Annual Conference.
National Council of Supervisors of Mathematics -
Hynes-Berry, M.,
Solarski, L.
(2018). Teaching teachers how to fish: Facilitating professional growth through parallel processing. Presentation at the NAEYC Professional Learning Institute.
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Grandau, L.,
Solarski, L.,
Hynes-Berry, M.
(2018). Using picture books to help children see and talk about math all around them. Presentation at National Association of the Education of Young Children National Conference.
National Association for the Education of Young Children -
Hynes-Berry, M.,
Chen, J-Q.
Abel, B. (March, 2017). Understanding the mathematical world for infants and toddlers. Keynote speech at Annual Infant Toddler Conference, Skokie, IL.
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Hynes-Berry, M.,
Chen, J-Q.
(2017, April). It’s never too early: Supporting mathematical thinking in 0-3s. Paper presented at Gateways to Opportunity Higher Education Forum. Normal, IL.
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Hynes-Berry, M.,
Chen, J-Q.
(2017, April). Treat numbers as attributes: Give children a headstart on rational counting. Paper presented at the annual conference of the National Head Start Association. Chicago, IL.
National Head Start Association Annual Conference -
Hynes-Berry, M.,
Chen, J-Q.
& Abel, B. (2017, March). Bringing MAAM precursor concepts together in books. Illinois Infant and Toddler Conference, Oakton, IL.
Illinois Infant and Toddler Conference -
Hynes-Berry, M.,
Solarski, L.,
Grandau, L.
(2017). Developing Our Eyes and Ears for Mathematical Thinking in the Early Years. Keynote at the Wisconsin Mathematics Council Annual Conference, Early Math Educators Summit, Green Lake Conference Center.
View Link -
Hynes-Berry, M.,
Chen, J-Q.
Abel, B. (2017). Infants, toddlers, and twos are mathematicians: How innate precursor mathematical concepts prepare the ground for the conceptual change required for understanding big ideas of math. Presentation at the NAEYC Professional Learning Institute.
National Association for the Education of Young Children Professional Development Institute -
Hynes-Berry, M.,
Chen, J-Q.
& Abel, B. (2016, June). Building the joy of math all around me from the ground up. Paper presented at the annual conference of the Professional Development Institute of National Association for the Education of Young Children. Baltimore, MD.
National Association for the Education of Young Children Professional Development Institute -
Hynes-Berry, M.,
Chen, J-Q.
& Abel, B. (2015, November). Yes MAAM: Finding mathematics all around me with 0-3 caregivers. Paper presented at the annual conference of the National Association for the Education of Young Children. Orlando, FL.
National Association for the Education of Young Children -
McCray, J.,
Brownell, J. O.,
Hynes-Berry, M.
(2016). Building math with big ideas. Presentation at the National Association of the Education of Young Children Annual Conference, Los Angeles, CA.
National Association for the Education of Young Children Read MoreAbstract
The Big Ideas of early math are not maxims to be memorized and repeated by young children; instead, they are the key understandings that teachers of young children should emphasize as they support preschool learning experiences. When teachers have a deep, connected understanding of these Big Ideas, they are prepared to plan for and respond to children’s activities and learning in ways that clarify thinking and emphasize the kinds of knowledge that are generative of later, elementary level math ideas. Our team has identified three Big Ideas related to number sense: 1) The quantity of a small set can be perceived intuitively without counting; 2) Quantity is an attribute of a set of objects and we use numbers to name specific quantities; and 3) Numbers are used in many ways, some more mathematical than others. The first idea, that the quantity of a small set can be intuitively perceived, without counting, helps teachers see the power of subitizing and visual number sense for helping children understand number. The second idea, that number is a way of describing the amount of a set, goes to the purpose of numbers, a topic that is often over-looked in the early childhood curriculum. The third idea, that numbers are used in many ways, reminds teachers that not all examples of numbers carry an equal amount of explanatory information. These ideas will each be fully explored, with multiple examples.
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Hynes-Berry, M.,
Itzkowich, R.
(2015, April). Bringing practice standards to life: Every operation tells a story. Presentation at the annual meeting of the National Council of Teachers of Mathematics, Boston, MA.
National Council of Teachers of Mathematics -
Hynes-Berry, M.
(2015). Highly Effective Facilitators. Presentation at the UNM Mentoring Institute.
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Hynes-Berry, M.,
Chen, J-Q.,
Johnson, D.
National Association for the Education of Young Children -
Hynes-Berry, M.
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Hynes-Berry, M.,
Ginet, L.
(2014, June). Putting Common Core standards for mathematical practice to work in PD. Presentation at the annual meeting of the National Association for the Education of Young Children Professional Development Institute, Minneapolis, MN.
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Hynes-Berry, M.
National Association for the Education of Young Children -
Hynes-Berry, M.
National Association for the Education of Young Children -
Hynes-Berry, M.
National Council of Teachers of Mathematics -
Hynes-Berry, M.
Kentucky Center for Mathematics Conference -
Hynes-Berry, M.
Chicago Metro Association for the Education of Young Children -
Hynes-Berry, M.
Social Psychology of the Classroom International Conference -
Hynes-Berry, M.
National Association for the Education of Young Children -
Hynes-Berry, M.
Chicago Metro Association for the Education of Young Children Read MoreAbstract
In this presentation, what is stressed is the importance of having children count something, not just count. This refers to the developmental principle: Concrete to Pictorial to Symbolic (CPS). Don’t allow naked numbers to be all that children are exposed to. Children should be exposed repeatedly to the idea that the CPS is dynamic. They need to be given many experiences in which they “translate
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Hynes-Berry, M.
Chicago Metro Association for the Education of Young Children -
Hynes-Berry, M.
Colloquium on P-12 STEM Education Research -
Hynes-Berry, M.,
Ginet, L.
National Association for the Education of Young Children -
Hynes-Berry, M.,
Itzkowich, R.
National Association for the Education of Young Children -
Hynes-Berry, M.
National Association for the Education of Young Children -
Hynes-Berry, M.
National Association for the Education of Young Children -
Hynes-Berry, M.
(2011, August). Do you teach naked science? Presentation at the first annual meeting of the Colloquium on P-12 STEM Education Research, St. Paul, MN.
Colloquium on P-12 STEM Education Research -
Hynes-Berry, M.
National Association for the Education of Young Children -
Hynes-Berry, M.,
Itzkowich, R.,
Johnson, D.
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Hynes-Berry, M.
Illinois Association for the Education of Young Children -
Hynes-Berry, M.
Illinois Association for the Education of Young Children -
Hynes-Berry, M.,
Brownell, J. O.
Chicago Metro Association for the Education of Young Children -
Hynes-Berry, M.,
Itzkowich, R.
(2008, May). Counting isn’t all that counts. Presentation at the Working Forum for Teacher Educators, Auckland, New Zealand.