Description
Tap into the Power
of Child-Led Math Teaching and Learning
Winner of the 2022 Excel Silver Award for Technical Book. Everything a child does has mathematical value-these
words are at the heart of this completely revised and updated third edition of The Young Child and Mathematics.
Grounded in current research, this classic book focuses on how teachers working
with children ages 3 to 6 can find and build on the math inherent in children's
ideas in ways that are playful and
intentional.
This resource
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Illustrates through
detailed vignettes how math concepts can be explored in planned learning
experiences as well as informal spaces
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Highlights
in-the-moment instructional decision-making and child-teacher interactions that meaningfully and dynamically
support children in making math connections
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Provides an
overview of what children know about counting and operations, spatial
relations, measurement and data, and patterns and algebra
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Offers examples of
informal documentation and assessment approaches that are embedded within
classroom practice
Deepen your understanding of how math is an integral part
of your classroom all day, every day.
Includes online
video
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.
