The Complexity of Early Mathematics Education Jeanine Brownell Jennifer McCray
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The Complexity of Early Mathematics Education
Jeanine BrownellJennifer McCray
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U.S. Mathematics Education:
In 1983, the Commission on Excellence in
Education first reported U.S. students “lagging
behind” other industrialized nations
United States
Other industrialized nations
A Concern for Almost 25 Years
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No Improvement Among U.S. 4th Graders
(NCES, 2003 TIMSS Highlights)
450
470
490
510
530
550
570
590
610
1995 2003
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Inadequate Improvement Among U.S. 8th Graders
450
470
490
510
530
550
570
590
610
Singa
pore
Korea
Hong Kon
g
Hungary
Latvi
aU.S
.
Norway
Cypru
s
1995 2003
(NCES, 2003 TIMSS Highlights)
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Early reading skills Later reading achievement
Early math skills Later math achievement
Early math skills Later reading achievement
School Readiness and Later Achievement
Kindergarten entry
3rd to 8th grades
Duncan, et al. 2007
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Myth 1:
Early mathematics education is primarily learning numbers and shapes.
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National Council of Teachers of Mathematics (NCTM) Content & Process Standards
Communication
Reasoning and Proof
Problem Solving
Representation
Connections
GEOMETRY
NUMBER &
OPERATIONS
ALGEBRA
MEASUREMENT
DATA
ANALYSIS
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Sample of a Child’s Algebraic Thinking
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Myth 2:
Teaching early mathematics is easy since it’s about the most basic math.
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PCKPedagogical
ContentKnowledge
Early Mathematics Teaching
WHATContent
Knowledge
WHOKnowledge of Children
HOWInstructional
Methods
Shulman, 1986, 1987
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Counting is Complex
+
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Number is Complex
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Myth 3:
Young children pick up mathematics concepts naturally through play and in their daily lives. Direct instruction is unnecessary and developmentally inappropriate.
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Scientific concepts originate in classroom instruction, helping to transform the
structure of the child’s spontaneous concepts and
organize them into a system.
Spontaneous concepts originate in the child’s personal experience. They are often used as mediators to understand the scientific concepts. Vygotsky,
1978
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Enhance children’s natural interest in mathematics; and
Build on children’s varying experiences, including their family, linguistic, and cultural backgrounds.
--NAEYC/NCTM Joint Position Statement, 2002
Good early mathematics should…
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Myth 4:
Early mathematics learning happens through hands-on activities with manipulatives.
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There is a significant relationship between the amount of math-related talk by preschool teachers and the growth of mathematics knowledge in their children over the school year.
Klibanoff, et al. 2007
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Children do not learn by doing. They learn by thinking and talking about what they are doing.
--Angela Andrews
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Our Challenge:
Most early childhood teachers are not adequately prepared to teach early mathematics.
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Chicago Early Childhood Mathematics
Mathematics activities take place in only 21 percent of CPS early childhood classrooms on a given day
38
11
6
21
90
0 20 40 60 80 100
At Least One Instance
Language Arts or Literature
MATHEMATICS ACTIVITY
Social Studies
Science
Art or Music
Activity
(Chicago Program Evaluation Project, 2007)
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Teacher Preparedness
Percent of early childhood teacher education programs in New Jersey’s 4-year colleges that provide …
A course focused on early literacy 80%
A course focused on early mathematics 16%
Mathematics only as part of integrated ece curriculum
74%
No early mathematics training at all 10%
Lobman, Ryan, & McLaughlin, 2005
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The Early Mathematics Education (EME) Project
Supported by McCormick Foundation and CME Trust
Served 80 CPS preschool and kindergarten teachers and the 2,500 children they teach in 2007-2008
Are serving an additional 86 teachers this year
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Two Elements of EME
Workshop Sessions
On-Site Consultatio
n
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EME Combines Great Children’s Literature with Early Mathematics
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Content Standards of the National Council of Teachers of Mathematics (2000)
Geometry
Data Analysis Measurement
Number and Operations
Algebraic Thinking
BIG IDEAS
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Sessions are Interactive and Hands-On
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Teachers Have Lots of
Opportunities to Work Together
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Early Mathematics Education in Perspective
EME
Pre
school
Univ
ers
ity
Unive
rsity
Pre
school
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THANK YOU
Jennifer McCray, EME Director
Jeanine Brownell, EME Project Coordinator