Developed to address the new NCTM focal points, which use a chronological approach to thinking about what should be taught in early childhood mathematics. The book views mathematics as a developmental and constructive process in which the teacher acts as an instructor and facilitator. The book takes a “3 E” approach to thinking about how math is presented to each age group. For infants and toddlers, best introduced and presented through interaction with the environment so designing a mathematically active and interactive classroom should be the focus. For Preschool and Kindergarten children, mathematics is best learned through experiences with materials or projects in the classroom. For grade school children, more traditional educational experiences become more developmentally appropriate in combination with environment and experience.
The approach is to see math as a developmental process that children engage in as they grow 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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$37.99 | ISBN-13: 978-0-13-208167-2