early math matters! october 14, 2010 laurie sjolund
TRANSCRIPT
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Early Math Matters!
October 14, 2010Laurie Sjolund
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Introductions• Who we are
• What we do
•What kind of mathematician
are you?
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Goals• Class Goals
Understand how young children learn and think about mathematics
Develop a basic understanding of key mathematical concepts
Ability to assess children’s mathematical knowledge and plan activities accordingly
Develop an evidence-based understanding of effective and appropriate teaching methods and curricula
• Your goals?
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Promoting Good Beginnings
“High-quality, challenging and accessible mathematics education for three to six-year old children is a vital foundation for future mathematics learning.”
“Although essential for children’s intellectual development generally and for mathematics learning in particular, play is not enough”
-Ginsburg, Lee, Boyd (2008)
~NCTM/NAEYC position statement
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Overview of Early Math Matters• Research - Why Early Math?
• Standards - What do children need to know and be able to do?
• Assessment - How wlll we know if they know it?
• Activities - What will we do?
• Materials - What will we use?
• Short Term Outcomes
• Long Term Outcomes
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Guiding PrinciplesFor Early Math Learning
• Children are active learners
• Each child learns in unique ways
• Learning is most meaningful when it is integrated across developmental domains
• Learning is continuous and sequential
• Development and learning are rooted in culture and supported by family
• Knowledge of what young children can do and learn is essential to support their growth
• Young children have the interest and ability to engage in significant mathematical thinking and learning.
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Guiding PrinciplesOverview: Principles for School
Mathematics(from The National Council on Teachers of Mathematics: Principles and
Standards for School Mathematics)
* Equity
* Curriculum
* Teaching
* Learning
* Assessment
* Technology
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What matters most?• Strong foundational cognitive skills
• Social and emotional resilience
• Patterns of engagement in school and in learning
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Research• Why now?
• Know more about children’s brain development
• More children in formal environments• Flat 4th grade math scores • US is consistently behind global
counterparts K-4th• Achievement Gaps (income, race, maternal
education)• Changes in technology• Industry demands
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Research• Read article
• Talk with table members about key ideas
• Report back to large group
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Research• Children understand complex
mathematical concepts, long before they have the language to show us.
• Math is more sequential than other areas of cognitive development
• Early math skills are an important predictor of later achievement Not just math achievement but literacy
too. Early literacy skills only predict later
literacy skills
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Research - Problems• Early Learning Professionals and parents
have little to no formal math training
• Confidence in teaching math is low.
• Time spent on math is low
• What little time is spent on math, not the most useful.
• Mile wide and inch deep
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Math Wars• Find the area of your table using the
materials provided
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Math Wars• Camp #1-Behavioralists-Math is for
knowing• Memorize• Know the basic facts
• Camp #2-Constructivists-math is for understanding
• conceptualize (scaffold learning)• deeper understanding of mathematics
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Research - What works?• Language adults use when child is engaged in
constructive play
• Balance between child initiated and adult initiated activities
• Balance between formal and informal experiences
• Taking advantage of teachable moments
• Taking advantage of children’s natural interests
• Connect math moments across and within other domains of development
• Deep and sustained interaction with key mathematical ideas
• Coherent and compatible curriculum with known relationships and sequences of mathematical ideas
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Summary of changes in Instructional Practice in PreK-4 MathematicsIncreased attention to:
• Use of manipulative materials
• Cooperative work
• Discussion of mathematics
• Questioning
• Justification of thinking
• Writing about mathematics
• Problem-solving approach to instruction
• Content integration
• Use of calculators and computers
Decreased attention to:
• Rote practice
• Rote memorization of rules
• One answer and one method
• Use of WORKSHEETS
• Written practice
• Teaching by telling
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Curriculum• Definition: Knowledge and skills to be acquired in a
program as well as plans for experiences through which learning takes place (Developmentally Appropriate Practice, 2008)
• More than a collection of activities, must be:• Coherent• Focused on implementing math• Well articulated across ages and stages of
development
• What does this look like in a • Primary classroom?• Preschool classroom?• Family home childcare?• Home?
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Emergent Mathematicians• Naturally acquire some mathematical
concepts without direct teaching
• Follow a generally standard sequence of gradual mathematical development
• Construct mathematical concepts from a very early age
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Why?• “I sat at the little Kindergarten tabletop…
and played with the cube, the sphere, and the triangle…I soon became susceptible to constructive patterns evolving in everything I saw. I learned to ‘see’ and when I did, I did not care to draw casual incidentals of nature, I wanted to design.”
-Frank Lloyd Wright (1957)
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Pattern Block Activity
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25National Research Council: Adding it Up, 2001
Intertwined Strands of ProficiencyIntertwined Strands of Proficiency
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Standards for Preschool?
• Good?
• Bad?
• Push Down?
• Your thoughts?
• Article
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Alignment - What?
• National Math Standards
• NCTM’s curriculum focal points
• WA State Early Learning and Development Benchmarks
• WA State K-8 Math Standards
• READY! For Kindergarten Targets
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Alignment - Why?
• Standards help parents/teachers/caregivers understand what children can do and can learn
• Help us set appropriate expectations for children
• Give us a framework for development and learning so we can provide appropriate experiences for children
• Mathematical potential of all students
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Alignment - Math’s Big Ideas
• Number Sense
• Operations
• Patterns and Relationships
• Measurement
• Data Collection
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Alignment - Numbers
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Table Activity
• Part 1 - Look at sample of standards
• Part 2 - Find connections
• Part 3 - What is useful in that particular document?
• Be ready to report to group.
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Guiding Questions
• What did you learn this evening?
• What do you need to apply this learning?
• What barriers do you face in building children’s foundation for success?
• What can WE (all of us) do next?
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Now what?
• Inventory• What do we have?• Think about what would be useful
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Now what?
• Pattern Blocks• Take an appropriate kit• For December…
• Use pattern blocks with your children• Observe how they use them independently• Guide them to play with them
constructively• Be creative!!• Have fun!!• Be prepared to report back in December!!
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Thank you for coming!!