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
·Illustrates through
detailed vignettes how math concepts can be explored in planned learning
experiences as well as informal spaces
·Highlights
in-the-moment instructional decision-making and child–teacher interactions that meaningfully and dynamically
support children in making math connections
·Provides an
overview of what children know about counting and operations, spatial
relations, measurement and data, and patterns and algebra
·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!
Author Biography:
Angela Chan Turrou,
PhD,
is senior researcher and teacher educator at the University of California, Los
Angeles (UCLA) Graduate School of Education and Information Studies. Her work
lives at the intersection of children’s mathematical thinking, classroom
practice, and teacher learning. In her work with teachers and teacher educators
across preschool and elementary settings, Angela leverages purposeful
Instructional Activities driven by children’s mathematical thinking to support
teacher learning, collaboration, and generative growth. She is continually inspired
by teachers who, on a daily basis, create space for children to drive the mathematical
work and challenge the broader discourse of who does and does not get to be “good
at math.” Angela is coauthor of Young
Children’s Mathematics: Cognitively Guided Instruction in Early Childhood
Education (Heinemann, 2017) and coeditor of Choral Counting and Counting Collections: Transforming the PreK–5 Math
Classroom (Stenhouse, 2018). Angela lives in Los Angeles, CA. Find her on
Twitter @Angelaturrou.
Nicholas C. Johnson, PhD, is assistant
professor in the School of Teacher Education at San Diego State University
(SDSU). His work investigates how classrooms shape children’s opportunities to
participate and learn. A former classroom teacher, instructional coach, and
county office coordinator, Nick partners with new and practicing teachers to
explore 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 Science
Education, coauthor of Young Children’s
Mathematics: Cognitively Guided Instruction in Early Childhood Education
(Heinemann, 2017), and a contributor (with
Natali Gaxiola) to Choral Counting and
Counting 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 professor
of education at UCLA. Dr. Franke’s work focuses on understanding and supporting
teacher learning for both preservice and in-service teachers. She is
particularly interested in how teaching mathematics with attention to students’
mathematical thinking (Cognitively Guided Instruction, or CGI) can challenge
existing school structures and create opportunities for students who are often
marginalized to mathematically thrive. Dr. Franke is a member of the
Development and Research in Early Mathematics Education (DREME) Network at
Stanford University where she is studying pre-K–2 coherence and designing
resources for early childhood teacher educators. She lives in Santa Monica, CA.
Find her on Twitter @meganlfranke.
