Projects And Partnerships Erikson Institute Early Math Collaborative
The goal of the Early Math Collaborative is to increase the quality of early math education by providing professional development for teachers, facilitators/trainers, and administrators; conducting research to generate new knowledge about approaches to... This content is password protected. To view it please enter your password below: The Idea Library on the Early Math Collaborative website has hundreds of videos, articles, and links all geared towards improving early math instruction and interactions in the early years. Transforming mathematics in early childhood education. The goal of the Early Math Collaborative at Erikson Institute is to expand access to math for young children.
Our program provides professional development, research, publications, conference presentations, and a robust online presence. We work closely with child care providers, early childhood teachers, teacher educators, administrators, and other stakeholders. Our work is rooted in a set of foundational early childhood math concepts that we call “Big Ideas.” These mathematical concepts are fundamental to a young child’s understanding of mathematics and can be incorporated... Through our work, we help reduce anxiety around the teaching of math in the early years. When educators are comfortable teaching math skills, they can instill a positive mindset for a lifetime of mathematical learning and thinking. A teacher discussing her experience and the benefits she has seen from participating in the Collaborative Math project.
Along with being a part of the early education community, it is always important to emphasize the Early Math Collaborative’s place in the math education community. Math conferences are a pivotal way of demonstrating this. Members of the Collaborative not only attended, but presented at the 2015 National Council of Teachers of Mathematics (NCTM) Research Conference and Annual Meeting & Exposition. In their presentation “High Impact Strategies for Early Mathematics: A Lesson Observation Tool,” Bilge Cerezci, Jeanine Brownell, and Erin Reid explained the HIS-EM teacher assessment tool. HIS-EM is used to examine the math teaching of PreK-3 teachers. It breaks down their teaching into nine categories, which are used to determine overall effectiveness.
Some of the categories deal with the math content directly, such as whether or not the topics and strategies presented are developmentally appropriate for students. Others look at the teaching in a more general sense—was the lesson well-planned, and were students actively engaged in the lesson? HIS-EM is intended to be used for program evaluation and teacher professional development. Research shows that teachers are the single most important determinant of what children learn (Darling-Hammond & Bransford, 2005). However, cross-cultural and U.S. studies point to a lack of quality teaching in early mathematics (Hill, Rowan, & Ball, 2005 [pdf]; Ma, 1999).
Having a means to quantify and pinpoint individual aspects of teaching is an important first step in making improvements in these areas. Mary Hynes-Berry and Rebeca Itzkowich described the importance of relating math to real-life problems in their presentation “Bringing Practice Standards to Life: Every Operation Tells a Story.” All too often, math is taught through... This can lead to confusion and apathy when confronted with math concepts in later grades. We find that one sure fire way to warm up children’s attitude towards mathematics is to build math activities and lessons out of the books they all love to read. When we start to sort through books that could be used in this way, three categories emerge. A child counts as high as she can.
Focus on the Child videos are taken from one-on-one interviews with individual children. The interviews are designed to elicit evidence of children’s mathematical thinking. This child successfully attempts to match geo-solids using triangular prism-shaped blocks. Focus on the Child videos are taken from one-on-one interviews with individual children. The interviews are designed to elicit evidence of children’s mathematical thinking.… How is it possible to have too many tamales?
Well, Maria finds out in the holiday storybook Too Many Tamales by author Gary Soto. Attached are the slides and handouts from the Innovations Learning Labs of 2011-2012.
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The Goal Of The Early Math Collaborative Is To Increase
The goal of the Early Math Collaborative is to increase the quality of early math education by providing professional development for teachers, facilitators/trainers, and administrators; conducting research to generate new knowledge about approaches to... This content is password protected. To view it please enter your password below: The Idea Library on the Early Math Collaborative website has hu...
Our Program Provides Professional Development, Research, Publications, Conference Presentations, And
Our program provides professional development, research, publications, conference presentations, and a robust online presence. We work closely with child care providers, early childhood teachers, teacher educators, administrators, and other stakeholders. Our work is rooted in a set of foundational early childhood math concepts that we call “Big Ideas.” These mathematical concepts are fundamental t...
Along With Being A Part Of The Early Education Community,
Along with being a part of the early education community, it is always important to emphasize the Early Math Collaborative’s place in the math education community. Math conferences are a pivotal way of demonstrating this. Members of the Collaborative not only attended, but presented at the 2015 National Council of Teachers of Mathematics (NCTM) Research Conference and Annual Meeting & Exposition. ...
Some Of The Categories Deal With The Math Content Directly,
Some of the categories deal with the math content directly, such as whether or not the topics and strategies presented are developmentally appropriate for students. Others look at the teaching in a more general sense—was the lesson well-planned, and were students actively engaged in the lesson? HIS-EM is intended to be used for program evaluation and teacher professional development. Research show...
Having A Means To Quantify And Pinpoint Individual Aspects Of
Having a means to quantify and pinpoint individual aspects of teaching is an important first step in making improvements in these areas. Mary Hynes-Berry and Rebeca Itzkowich described the importance of relating math to real-life problems in their presentation “Bringing Practice Standards to Life: Every Operation Tells a Story.” All too often, math is taught through... This can lead to confusion a...
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