Open Discussion Forum

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Susan Friedman
NAEYC
Washington DC
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I am interested in developmentally appropriate math.

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Susan Harman
Denton MD
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Original Message:
Sent: 06-02-2017 09:51 AM
From: Susan Friedman
Subject: How do we make math learning accessible to all children? Help us shape new resources for families.

Dear NAEYC members,

We invite you to participate in providing input and feedback on a selection of upcoming NAEYC content related to math fluency for families to be published on our website in conjunction with a math-focused issue of Teaching Young Children. We are particularly interested in thoughts about if the content meets the needs of diverse families and suggestions for revisions to better meet their needs.

 

Those providing feedback will be acknowledged within an issue of Teaching Young Children as well as on the website.

 

If you are interested in participating please send a note about your interest and background related to any of the following:

-supporting diverse families

-developmentally appropriate math

 

to Joellyn Powers at jpowers@naeyc.org. We will then share a digital folder and form on which you can share feedback.  

 

Sincerely,

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Susan Friedman
NAEYC
Washington DC
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We make math developmentally appropriate and accessible to all children by having Early Childhood Departments in Schools of Education include the trajectory (the sequence of learning) for number from toddlers to first graders, the concepts of cardinality and subitizing, the concept of patterns be more than color and shape, and the curriculum include all five content areas of the National Association of Teachers of Math seminal document Principles and Standards for School Mathematics. This will require the faculty to know these concepts or use adjunct faculty who have knowledge in both EC and math. It will require that there be professional development for all teachers up to third grade.It will require that math by more than fun activities. It will require that work sheets are used at a minimum and that manipulatives be used to introduce topics, such as, a balance be used to introduce the addition terminology of "plus" and "equals". It will require that math be visual as well as auditory.

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Marie Kielty
Early Math Consultant
Chicago, IL

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Original Message:
Sent: 06-04-2017 05:13 AM
From: Susan Harman
Subject: How do we make math learning accessible to all children? Help us shape new resources for families.

I am interested in developmentally appropriate math.

------------------------------
Susan Harman
Denton MD
------------------------------

Original Message:
Sent: 06-02-2017 09:51 AM
From: Susan Friedman
Subject: How do we make math learning accessible to all children? Help us shape new resources for families.

Dear NAEYC members,

We invite you to participate in providing input and feedback on a selection of upcoming NAEYC content related to math fluency for families to be published on our website in conjunction with a math-focused issue of Teaching Young Children. We are particularly interested in thoughts about if the content meets the needs of diverse families and suggestions for revisions to better meet their needs.

 

Those providing feedback will be acknowledged within an issue of Teaching Young Children as well as on the website.

 

If you are interested in participating please send a note about your interest and background related to any of the following:

-supporting diverse families

-developmentally appropriate math

 

to Joellyn Powers at jpowers@naeyc.org. We will then share a digital folder and form on which you can share feedback.  

 

Sincerely,

------------------------------
Susan Friedman
NAEYC
Washington DC
------------------------------

I would like to clarify my earlier remarks. Worksheets should not be used in preschool. In kindergarten they should be used very infrequently. And in the primary grades they should be used at a minimum.

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Marie Kielty
Early Math Consultant
Chicago, IL

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Original Message:
Sent: 06-05-2017 09:09 AM
From: Marie Kielty
Subject: How do we make math learning accessible to all children? Help us shape new resources for families.

We make math developmentally appropriate and accessible to all children by having Early Childhood Departments in Schools of Education include the trajectory (the sequence of learning) for number from toddlers to first graders, the concepts of cardinality and subitizing, the concept of patterns be more than color and shape, and the curriculum include all five content areas of the National Association of Teachers of Math seminal document Principles and Standards for School Mathematics. This will require the faculty to know these concepts or use adjunct faculty who have knowledge in both EC and math. It will require that there be professional development for all teachers up to third grade.It will require that math by more than fun activities. It will require that work sheets are used at a minimum and that manipulatives be used to introduce topics, such as, a balance be used to introduce the addition terminology of "plus" and "equals". It will require that math be visual as well as auditory.

------------------------------
Marie Kielty
Early Math Consultant
Chicago, IL

------------------------------

Original Message:
Sent: 06-04-2017 05:13 AM
From: Susan Harman
Subject: How do we make math learning accessible to all children? Help us shape new resources for families.

I am interested in developmentally appropriate math.

------------------------------
Susan Harman
Denton MD
------------------------------

Original Message:
Sent: 06-02-2017 09:51 AM
From: Susan Friedman
Subject: How do we make math learning accessible to all children? Help us shape new resources for families.

Dear NAEYC members,

We invite you to participate in providing input and feedback on a selection of upcoming NAEYC content related to math fluency for families to be published on our website in conjunction with a math-focused issue of Teaching Young Children. We are particularly interested in thoughts about if the content meets the needs of diverse families and suggestions for revisions to better meet their needs.

 

Those providing feedback will be acknowledged within an issue of Teaching Young Children as well as on the website.

 

If you are interested in participating please send a note about your interest and background related to any of the following:

-supporting diverse families

-developmentally appropriate math

 

to Joellyn Powers at jpowers@naeyc.org. We will then share a digital folder and form on which you can share feedback.  

 

Sincerely,

------------------------------
Susan Friedman
NAEYC
Washington DC
------------------------------

Original Message------

We make math developmentally appropriate and accessible to all children by having Early Childhood Departments in Schools of Education include the trajectory (the sequence of learning) for number from toddlers to first graders, the concepts of cardinality and subitizing, the concept of patterns be more than color and shape, and the curriculum include all five content areas of the National Association of Teachers of Math seminal document Principles and Standards for School Mathematics. This will require the faculty to know these concepts or use adjunct faculty who have knowledge in both EC and math. It will require that there be professional development for all teachers up to third grade.It will require that math by more than fun activities. It will require that work sheets are used at a minimum and that manipulatives be used to introduce topics, such as, a balance be used to introduce the addition terminology of "plus" and "equals". It will require that math be visual as well as auditory.

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Marie Kielty
Early Math Consultant
Chicago, IL

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Count, count, count!
Count the children, use the calendar, sing Countbounce Countdown by Greg and Steve!
A preschool owner where I am thinks its cool if a child could count to 100.  That is inappropriate.  When a child has 5 blocks and points to each and counts 1 2 3 4 5, that is called one to one correspondence.  Only then has the grasped the concept of counting.

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Patricia Jack
Boulder City NV
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Original Message:
Sent: 06-06-2017 07:14 PM
From: Michelle Berkshire
Subject: How do we make math learning accessible to all children? Help us shape new resources for families.

Hi,

I am a teacher and student of early childhood education.  I had a professional development that talked about the different concepts we should teach.  I found it helpful, but I still had some questions.

You talked about the "trajectory (the sequence of learning)" in early childhood education.  Do you have a printout with which concepts to be taught in what order?  That would be quite helpful.

Thank you!

--

Michelle Berkshire

Michelle,
The Learning Trajectories I am familiar with are from Clements and Sarma. The trajectories for math go from birth to age 8 and are broken down into NCTM categories. NCTM also has Focal points for preschool. They list topics and concepts that should be addressed in preschool. NCTM is a great resource for math. Unfortunately, preschool has just recently been a part of their association and has not been developed to the fullest yet. Hope this helps!


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Kristine Black, Ed.D.
Yorkville IL
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Original Message:
Sent: 06-06-2017 07:14 PM
From: Michelle Berkshire
Subject: How do we make math learning accessible to all children? Help us shape new resources for families.

Hi,

I am a teacher and student of early childhood education.  I had a professional development that talked about the different concepts we should teach.  I found it helpful, but I still had some questions.

You talked about the "trajectory (the sequence of learning)" in early childhood education.  Do you have a printout with which concepts to be taught in what order?  That would be quite helpful.

Thank you!

--

Michelle Berkshire