Children Are Born Mathematicians: Supporting Mathematical Development, Birth to Age 8 / Edition 1by Eugene Geist
Pub. Date: 02/15/2008
This brand new book for Early Childhood Mathematics Methods classes takes a comprehensive and chronological view of mathematics development in children, beginning at birth and going through the third grade. It offers specific teaching suggestions for each grade level based on the newly released NCTM (National Council of Teachers of Mathematics) standards. The new NCTM focal points for each grade are designed to help make mathematics teaching coherent and focused. Knowing what the two or three most important concepts are in each grade help teachers focus their teaching and their mathematics program. Using these standards can help teachers to use many different methods to reach their objectives rather than being tied to one specific method.
This book takes a constructivist approach, meaning that children should be active learners and interact with other children in learning and constructing their knowledge. The author stresses that this process is at least as important as correct answers, as is comprehension of concepts. Teachers should focus on questioning and promoting mathematical thinking rather than simply getting the correct answer. Finally, the author encourages teachers to see math as a developmental process that children engage in as they grown and develop. The teacher’s role is to promote concept understanding and development through active experiences and questioning techniques in combination with teaching skills in developmentally appropriate ways.
Table of Contents
Chapter 1 Children and Mathematics: A Natural Combination
What is Emergent Mathematics?
Making a Difference as a Teacher
Recent Findings in Teaching Mathematics
Treating Children as Mathematicians
NCTM Principles, Standards and Curriculum Focal Points
Putting the Pieces Together: The "3E" Approach
Chapter 2 Building a Knowledge Base and Learning to Reflect
Teachers are Decision Makers
Understanding Child Development
Understanding Your Students
Chapter 3 Diversity, Equity, and Individualized Instruction
Minority Student Achievement
Children with Special Needs
English Language Learners and Linguistic Diversity
Chapter 4 Creating a Constructivist Classroom
The Child-Centered Curriculum
Preparation of the Child-Centered Environment
What to Do Before the First Day
Chapter 5 Infants and Toddlers
What are Infants and Toddlers Like?
What Mathematical Concepts Do Infants and Toddlers Learn?
Meeting Standards with Infants and Toddlers
What Does an Infant and Toddler Learning Environment Look Like?
Developmentally Appropriate Strategies and Activities for Infants and Toddlers
Supporting Emergent Mathematics
Sample Infant and Toddler Lesson Plans
Chapter 6 Preschool Age
What Are Preschool Children Like?
What Mathematical Concepts Do Preschool Children Learn?
Meeting Standards with Preschool Children
What Does a Preschool Mathematics Learning Environment Look Like?
Developmentally Appropriate Strategies and Activities for Preschool Age Children
Sample Preschool Lesson Plans
Chapter 7 Kindergarten and First Grade
What Are K-1 Children Like?
What Mathematical Concepts Do K-1 Children Learn?
Meeting Standards with K-1 Children
What Does a K-1 Mathematics Learning Environment Look Like?
Developmentally Appropriate Strategies and Activities for K-1 Age Children
Sample Kindergarten and First-Grade Lesson Plans
Assessing Mathematics in K-1
Chapter 8 Second and Third Grade
What Are SEcond and Third Graders Like?
What Mathematical Concepts Do Second and Third Grade Children Learn?
Learning Disabilities - ADHD, Dyslexia and Dyscalculia
Meeting Standards for Second and Third Grade Children
What Does a Second and Third Grade Mathematics Learning Environment Look Like?
Developmentally Appropriate Strategies and Activities for Second and Third Grade Children
Sample Second- and Third-Grade Lesson Plans
Assessing Mathematics in Second and Third Grade
Chapter 9 Integrating Mathematics
The Importance of Integration
Using the Project Approach
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