Hear experts discuss math for elementary school and preschool.
October 24, 2018
A panel of early math experts engage with the audience at Promising Math 2017 to consider the challenges of getting a true picture of what young children understand about numbers.
The role of play and importance of shared experiences in early math is discussed with Rodrigo Gutiérrez, Co-Director of the Center for Retention-Recruitment for Math Teachers at University of Arizona.
Halla Jmourko discusses two innovative instructional tools for integrating language and math concepts in the classroom, The Cubing Game and Three Way Tie.
After years of studying 3- and 4-year old children of diverse linguistic and cultural backgrounds, Barbara Sarnecka has zeroed in on the importance of cardinality.
Sylvia Celadón-Pattichis advocates storytelling as a means to vary the context of word problems to make them more relevant and accessible to young, dual-language learners.
A new study by the University of Missouri finds what many educators suspect: a better number sense in the preschool years leads to better understanding and success in mathematics when children enter kindergarten.
Phil Daro compares and contrasts the answer-getting learning style of the United States with the collaborative learning style of Japan.
On April 21, 2016, the Early Math Collaborative was invited to the White House to attend its Symposium on Early STEM.
Outlined in this The Atlantic article is growing evidence that using fingers to count is an important part of a child's development of number concepts.
Children, even at a very young age, have an incredible understanding of spatial relationships. Jan de Lange brings up the idea that elementary school classrooms might consider starting their math curriculum with spatial reasoning. Ideas such as numbers and counting could be added later to quantify this concept that children naturally understand so well.