Growing Mathematical Minds translates the findings of developmental psychology research on early mathematics into terms that are meaningful to teachers and readily applicable in early childhood classrooms.

Autorentext

Jennifer McCray is a Research Scientist and the Director of the Early Math Collaborative at Erikson Institute.

Jie-Qi Chen is the Principal Investigator of the Early Math Collaborative and a professor of child development at Erikson Institute. Dr. Chen has co-authored and co-edited seven books in the fields of child development, educational reform, classroom assessment, and early mathematics.

Janet Eisenband Sorkin is Senior Assessment Development Associate for Mathematics at the University of Chicago.

Klappentext

Growing Mathematical Minds is the documentation of an innovative, bi-directional process of connecting research and practice in early childhood mathematics. The book translates research on early mathematics from developmental psychology into terms that are meaningful to teachers and readily applicable in early childhood classrooms. It documents teacher responses, and conveys their thoughts and questions back to representative researchers, who reply in turn. In so doing, this highly useful book creates a conversation, in which researchers and teachers each bring their expertise to bear; their communication about these topics-informed by the thinking, commitment, and experience of both groups-helps us better understand how developmental psychology can improve math teaching, and how math teaching can, in turn, inform developmental science. The book bridges the gap between research and practice, helping teachers to adopt evidence-based practices and apply cutting-edge research findings, and prompting developmental researchers to consider their work within the framework of practice. Growing Mathematical Minds identifies and elucidates research with profound implications for teaching children from three to eight years so they develop foundational math knowledge and skills, positive attitudes toward math, and basic abilities to think mathematically.

Inhalt

Introduction: Briding the Gap Between Research and Practice in Early Mathematics Jie-Qi Chen, Jennifer S. McCray, and Janet Eisenband Sorkin Chapter 1: Mathematical Language and Early Math Learning Janet Eisenband Sorkin and Jennifer S. McCray with Susan Levine Chapter 2: The Role of Adult and Environmental Input in Children's Math Learning Donna Johnson & Lisa Ginet with Kelly Mix Chapter 3: The Use of Concrete Objects in Early Mathematical Learning Jie-Qi Chen and Jeanine Brownell with David Uttal Chapter 4: The Role of Gesture in Teaching and Learning Math Mary Hynes-Berry and Jennifer S. McCray with Susan Goldin-Meadow Chapter 5: Variability in Children's Mathematical Thinking and Learning Laura Grandau and Rebeca Itzkowich with Robert Siegler Chapter 6: Pathways to Basic Combination Fluency in the Primary Grades Jeanine O'Nan Brownell & Mary Hynes-Berry with Arthur J. Baroody Chapter 7: Math Anxiety and Math Performance: How do they relate? Lisa Ginet and Rebeca Itzkowich with Erin Maloney Conclusion Jennifer S. McCray, Janet Eisenband Sorkin, and Jie-Qi Chen