Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education

by Clements; Douglas H.

• ISBN13: 9780805842104
• ISBN10: 0805842101
• eBook ISBN(s): 9781135635336
• Format: Hardcover
• Copyright: 2003-07-01
• Publisher: Routledge
• More Book Details

Summary

Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Educationbrings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education, attended by representatives from almost every state developing standards for young children's mathematics; federal government officials; mathematicians; mathematics educators; researchers from mathematics education, early childhood education, and psychology; curriculum developers; teachers; policymakers; and professionals from organizations such as the National Conference of Teachers of Mathematics and the National Association for the Education of Young Children. The main goal of the Conference was to work collectively to help those responsible for framing and implementing early childhood mathematics standards. Although it has its roots in the Conference, the expanded scope of the standards and recommendations covered in this book includes the full range of kindergarten to grade 2. The volume is organized into two main parts and an online appendix(http://www.gse.buffalo.edu/org/conference/).Part One,Major Themes and Recommendations, offers a framework for thinking about pre-kindergarten - grade 2 mathematics education and specific recommendations. Part Two,Elaboration of Major Themes and Recommendations, provides substantive detail regarding young students' understandings of mathematical ideas. Each Part includes five parallel subsections: "Standards in Early Childhood Education"; "Math Standards and Guidelines"; "Curriculum, Learning, Teaching, and Assessment"; "Professional Development"; and "Toward the Future: Implementation and Policy." As a whole the book: * presents comprehensive summaries of research that provide specific guidelines for standards, curriculum, and teaching; * takes the recent reports and recommendations for early childhood mathematics education to the next level; * integrates practical details and research throughout; and * provides a succinct, but thorough review of research on the topics, sequences, and learning trajectories that children can and should learn at each of their first years of life, with specific developmental guidelines that suggest appropriate content for each topic for each year from 2-year-olds to 7-year-olds. This is an indispensable volume for mathematics educators, researchers, curriculum developers, teachers and policymakers, including those who create standards, scope and sequences, and curricula for young children and professional teacher development materials, and students in mathematics education, early childhood trainers, teacher educators, and faculty in mathematics education.

Table of Contents

Preface	ix
PART I: MAJOR THEMES AND RECOMMENDATIONS
Summary of Part I: Assumptions and Recommendations	3	(4)
1 Major Themes and Recommendations	7	(70)
Douglas H. Clements
PART II: ELABORATION OF MAJOR THEMES AND RECOMMENDATIONS
Section 1: Standards in Early Childhood Education
2 Standards for Preschool and Kindergarten Mathematics Education	77	(6)
Sue Bredekamp
3 Mathematics Curriculum in the Early Childhood Context	83	(8)
Carol E. Copple
Section 2: Math Standards and Guidelines
4 What Is Developmentally Appropriate in Early Childhood Mathematics Education? Lessons From New Research	91	(14)
Kyoung-Hye Seo and Herbert P. Ginsburg
5 Pre-K to Grade 2 Goals and Standards: Achieving 21st-Century Mastery for All	105	(44)
Karen C. Fuson
6 The Role of Psychological Research in the Development of Early Childhood Mathematics Standards	149	(24)
Arthur J. Baroody
7 The Developmental Bases for Early Childhood Number and Operations Standards	173	(48)
Arthur J. Baroody
8 PSSM From a Constructivist Perspective	221	(32)
Leslie P. Steffe
9 A Prospective Developmental Perspective on Early Mathematics Instruction	253	(14)
Catherine Sophian
10 Geometric and Spatial Thinking in Early Childhood Education	267	(32)
Douglas H. Clements
11 Measurement in Pre-K to Grade 2 Mathematics	299	(22)
Douglas H. Clements and Michelle Stephan
Section 3: Curriculum, Learning, Teaching, and Assessment
12 Making Sense	321	(4)
Kathy Richardson
13 Number Worlds: A Research-Based Mathematics Program for Young Children	325	(18)
Sharon Griffin
14 Fostering Preschool Children's Mathematical Knowledge: Findings From the Berkeley Math Readiness Project	343	(18)
Alice Klein and Prentice Starkey
15 Technology in Early Childhood Mathematics: Building Blocks as an Innovative Technology-Based Curriculum	361	(16)
Julie Sarama
16 Mathematics Problem-Solving Adventures: A Language-Arts-Based Supplementary Series for Early Childhood That Focuses on Spatial Sense	377	(16)
Beth Casey
Section 4: Professional Development
17 Early Childhood Mathematics Instruction: Seeing the Opportunities Among the Challenges	393	(8)
Rachelle Feiler
18 The Early Childhood Collaborative: A Professional Development Model to Communicate and Implement the Standards	401	(14)
Juanita V. Copley
19 The Professional Development Challenge in Preschool Mathematics	415	(34)
Julie Sarama and Ann-Marie DiBiase
Section 5: Toward The Future: Implementation And Policy
20 Mathematics Guidelines for Preschool	449	(8)
Mary M. Lindquist and Jeane M. Joyner
Appendices
Available on the Web at http://www.gse.buffalo.edu/org/conference/
Reactions (articles reacting to the Conference and the book)
Afterword Debra Borkovitz
Engaging Young Children in Mathematics Jennifer Ware
Agenda-Main Conference
Agenda-Follow-up Conference
State Standards (two lists, of Web sites for the state standards and of state mathematics education and early childhood education contacts)
Biographical Sketches (of the authors of the book and the Conference panelists)
Author Index	457	(12)
Subject Index	469