The Young Child and Mathematics is an important resource that
extends our view of both learning and teaching mathematics. Grounded in
research, guided by concerns for equity, built from practical experiences, and
permeated with the principle that children’s mathematical thinking is
paramount, this is the resource that will enrich mathematical experiences for
teachers and children.
-Douglas H. Clements, Distinguished University Professor,
Kennedy Endowed Chair in Early Childhood Learning, and Executive Director of
the Marsico Institute, University of Denver
To read this book is to be
invited into a world of rich interactions among young children and teachers
where children’s mathematical ideas, experiences, and identities are affirmed
and allowed to flourish. With exquisite detail, you’ll develop a fresh
perspective to see the mathematical value in children’s playful and joyful
interactions and discover how to build on them together with your colleagues.
–Elham Kazemi, Professor
of Mathematics Education, University of Washington
Love it! This book is full
of everyday and universal examples of how children make sense of their world
and the math found around them. It is a timely resource that I can use to
remind me of the why and how of engaging young children–not just in math
experiences, but across the range of experiences they encounter throughout the
day. I find a new “aha!” with each turn of the page. This is a welcome addition
to my resource shelf and a must-have for anyone who wants to be responsive and
connect to children’s lives while helping them develop and nurture their math
thinking.
–Tammy D. Dunn, Head
Kindergarten Teacher, Little Red School House and Elisabeth Irwin High School
The
Young Child and Mathematics, Third Edition, focuses on finding,
encouraging, and supporting math thinking throughout the day. Math learning
opportunities are highlighted both inside and outside of spaces typically
thought of as “math time.” Rather than a detailed account of what is involved
in early childhood mathematics, this book focuses on a smaller number of math
ideas and dives deeply into them with real-world vignettes from the classroom
as anchors. The authors explore and describe children’s thinking and teachers’
practice within each story, returning to these examples throughout the chapter
to illustrate a mathematical point or emphasize an aspect of math teaching,
learning, or development. It does a great job of translating research-based
recommendations into practical tips for teachers, like how to extend
mathematical problem solving with follow-up questions. Readers will discover
the math all around them–and also how to find it, how to assess it in authentic
ways, and how to raise up children’s math ideas equitably.
–Alissa A. Lange,
Associate Professor of Early Childhood Education and Director of Early
Childhood STEM Lab, East Tennessee State University
About the Author
Angela Chan Turrou,PhD,is senior researcher and teacher educator at the University of California, LosAngeles (UCLA) Graduate School of Education and Information Studies. Her worklives at the intersection of children’s mathematical thinking, classroompractice, and teacher learning. In her work with teachers and teacher educatorsacross preschool and elementary settings, Angela leverages purposefulInstructional Activities driven by children’s mathematical thinking to supportteacher learning, collaboration, and generative growth. She is continually inspiredby teachers who, on a daily basis, create space for children to drive the mathematicalwork and challenge the broader discourse of who does and does not get to be “goodat math.” Angela is coauthor of YoungChildren’s Mathematics: Cognitively Guided Instruction in Early ChildhoodEducation (Heinemann, 2017) and coeditor of Choral Counting and Counting Collections: Transforming the PreK–5 MathClassroom (Stenhouse, 2018). Angela lives in Los Angeles, CA. Find her onTwitter @Angelaturrou.
Nicholas C. Johnson, PhD, is assistantprofessor in the School of Teacher Education at San Diego State University(SDSU). His work investigates how classrooms shape children’s opportunities toparticipate and learn. A former classroom teacher, instructional coach, andcounty office coordinator, Nick partners with new and practicing teachers toexplore children’s mathematical ideas and expand what “counts” as math in school.He is a member of SDSU’s Center for Research in Mathematics and ScienceEducation, coauthor of Young Children’sMathematics: Cognitively Guided Instruction in Early Childhood Education
(Heinemann, 2017), and a contributor (withNatali Gaxiola) to Choral Counting andCounting Collections: Transforming the PreK–5 Math Classroom (Stenhouse, 2018).Nick lives in San Diego, CA. Find him on Twitter @CarrythZero.
Megan L. Franke, PhD, is professorof education at UCLA. Dr. Franke’s work focuses on understanding and supportingteacher learning for both preservice and in-service teachers. She isparticularly interested in how teaching mathematics with attention to students’mathematical thinking (Cognitively Guided Instruction, or CGI) can challengeexisting school structures and create opportunities for students who are oftenmarginalized to mathematically thrive. Dr. Franke is a member of theDevelopment and Research in Early Mathematics Education (DREME) Network atStanford University where she is studying pre-K–2 coherence and designingresources for early childhood teacher educators. She lives in Santa Monica, CA.Find her on Twitter @meganlfranke.
Wow! eBook
![[(More Than Genes: What Science Can Tell Us about Toxic Chemicals, Development, and the Risk to Our Children)] [Author: Dan Agin] published on-Wow! eBook](https://m.media-amazon.com/images/I/41EQXOajF2L._ML2_.jpg)