NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers12
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 24 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Buchheister, Kelley; Jackson, Christa; Taylor, Cynthia E. – Teaching Children Mathematics, 2019
Equitable instruction is reflected in how students are positioned in the classroom and how their identities evolve through purposeful interactions that value and recognize the intellectual capacity of each student. In this article, the authors describe how a kindergarten teacher planned and facilitated a geometry lesson that attended to the…
Descriptors: Equal Education, Classroom Environment, Kindergarten, Preschool Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Parks, Amy Noelle; Wakabayashi, Tomoko; Hardin, Beth – Teaching Children Mathematics, 2018
In many prekindergarten classes, children begin the day by singing a song as part of their opening routine. In reflecting on opening routines in public prekindergarten classrooms across Michigan, the authors have been struck by how often small changes in teachers' routines or materials could enrich the mathematical engagement of children. The goal…
Descriptors: Mathematics Instruction, Preschool Education, Preschool Children, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Robinson, Ariel – Teaching Children Mathematics, 2018
Children's development of foundational mathematics concepts begins long before they enter the kindergarten classroom. Early experiences with color, shape, and pattern recognition as well as the ability to seriate sizes all contribute to a strong beginning to young children's mathematical conceptual development. This article presents how a…
Descriptors: Preschool Education, Mathematics Instruction, Mathematical Concepts, Individualized Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Peña, Jesica; Cortina, José Luis; Višnovská, Jana – Teaching Children Mathematics, 2018
This article describes how a teacher in Mexico City worked with two researchers on an instructional design project to help kindergartners become proficient in participating in whole-class mathematical conversations.
Descriptors: Foreign Countries, Kindergarten, Preschool Teachers, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
McCormick, Kelly K.; Twitchell, Guinevere – Teaching Children Mathematics, 2017
Young children thrive in classrooms that allow them to explore and discover their environment and interests and also support them in this learning. Because children learn best when they are interested and excited, early-childhood educators should offer children play-based, integrated mathematical experiences (NRC 2009). In this article, the…
Descriptors: Investigations, Active Learning, Student Projects, Preschool Children
Peer reviewed Peer reviewed
Direct linkDirect link
Clements, Douglas H.; Fuson, Karen C.; Sarama, Julie – Teaching Children Mathematics, 2017
Teachers are on the front line in any educational controversy. Increasingly, some bloggers, newspaper articles, and other media have criticized the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) as being inappropriate for children in kindergarten and first grade. However, both research and expert practice reveal that children are…
Descriptors: Mathematics Instruction, Developmentally Appropriate Practices, Preschool Education, Preschool Children
Peer reviewed Peer reviewed
Direct linkDirect link
Sci, Eve; Kircher, Kristen Sendrowski; Shook, Heather – Teaching Children Mathematics, 2016
A team of teachers from the same New York City public school met to discuss and compare the Common Core State Standards for Mathematics (CCSSM) to their current math curriculum. The group consisted of four kindergarten teachers, a representative from the first-grade teaching team, and the school's math coach. During the first meeting, the…
Descriptors: Mathematics, Mathematics Instruction, Kindergarten, Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Cwikla, Julie – Teaching Children Mathematics, 2014
Mathematics professor Julie Cwikla decided that she needed to investigate young children's understandings and see what precurricular partitioning notions young minds bring to the fraction table. Cwikla realized that only a handful of studies have examined how preschool-age and early elementary school-age students solve fraction problems (Empson…
Descriptors: Kindergarten, Elementary School Students, Young Children, Mathematical Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Kurz, Terri L. – Teaching Children Mathematics, 2013
In 2000, the "National Council of Teachers of Mathematics" recommended that Algebra Standards, "instructional programs from prekindergarten through grade 12 should enable all students to use mathematical models to represent and understand quantitative relationships." In this article, the authors suggest the "Balance"…
Descriptors: Algebra, Technology Uses in Education, Academic Standards, Numbers
Peer reviewed Peer reviewed
Direct linkDirect link
McGarvey, Lynn M. – Teaching Children Mathematics, 2013
This article describes how in early mathematics learning, young children are often asked to recognize and describe visual patterns in their environment--perhaps on their clothing, a toy, or the carpet; around a picture frame; or in the playground equipment. Exploring patterns in the early years is seen as an important introduction to algebraic…
Descriptors: Mathematics Instruction, Pattern Recognition, Mathematical Concepts, Preschool Children
Peer reviewed Peer reviewed
Direct linkDirect link
Godfrey, Connie J.; Stone, Jamalee – Teaching Children Mathematics, 2013
Math games can be powerful tools in helping students achieve automaticity in basic addition and related subtraction facts if both teachers and students use them purposefully. According to the National Council of Teachers of Mathematics (NCTM 2000), developing a solid mathematical foundation is essential for every child in prekindergarten through…
Descriptors: Mathematics Instruction, Mathematics Skills, Educational Games, Arithmetic
Peer reviewed Peer reviewed
Direct linkDirect link
Parks, Amy Noelle; Blom, Diana Chang – Teaching Children Mathematics, 2013
The purpose of this article is to provide strategies for recognizing meaningful mathematics in common play contexts in early childhood classrooms and to offer suggestions for how teachers might intervene in these moments to help children attend to the mathematical ideas embedded in their play. In particular, the author's focus on the concepts of…
Descriptors: Mathematics Instruction, Early Childhood Education, Play, Mathematical Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Cross, Dionne I.; Adefope, Olufunke; Lee, Mi Yeon; Perez, Arnulfo – Teaching Children Mathematics, 2012
Tasks that develop spatial and algebraic reasoning are crucial for learning and applying advanced mathematical ideas. In this article, the authors describe how two early childhood teachers used stories as the basis for a unit that supports spatial reasoning in kindergartners and first graders. Having mathematical experiences that go beyond…
Descriptors: Preschool Children, Algebra, Futures (of Society), Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Selmer, Sarah J.; Floyd, Kimberly – Teaching Children Mathematics, 2012
Kolby is a four-year-old, identified on the autism spectrum as having sensitivity issues, attention challenges, and limited verbal language abilities. Next to Kolby sits Melanie, a reserved four-year-old with visual, fine-motor, and gross-motor challenges. Amy rounds out the group as one of the peer models in the inclusive classroom setting. Mrs.…
Descriptors: Mathematics Instruction, Measurement, Geometric Concepts, Preschool Education
Peer reviewed Peer reviewed
Direct linkDirect link
Bintz, William P.; Moore, Sara D. – Teaching Children Mathematics, 2011
Measurement is a difficult concept for many children. Trend data from the National Association of Educational Progress (NAEP) indicate that student achievement with measurement is disappointing, given the amount of instructional time it receives in K-grade 5. In an attempt to address the problem of student achievement with measurement, the authors…
Descriptors: Academic Achievement, Grade 5, Measurement, Elementary Education
Previous Page | Next Page »
Pages: 1  |  2