This activity accompanies the “Play-Based? Math?” vignette to address beliefs and attitudes about mathematics teaching and learning in the early childhood classroom. This activity will help teachers examine their role in mathematics
This activity addresses beliefs and attitudes about teachers’ own mathematical skills and their effects on classroom teaching. Beliefs and attitudes directly affect how teachers support mathematical development in their classrooms.
This activity addresses beliefs and attitudes about mathematics teaching and learning in the early childhood classroom. Although unseen, beliefs and attitudes directly affect how teachers support mathematical development in their
Counting Collections is a set of activities that provides support for connecting the content of counting, children’s thinking in counting, and pedagogy in classroom practice.by Megan Franke
This guide discusses general principles of reading and analyzing storybooks and offers brief descriptions of storybooks that children enjoy and that can be used to teach counting.by Colleen Uscianowski, Colleen Oppenzato, &
This resource provides additional activities to support participants to engage more deeply with the activity of Counting Collections. We encourage you to first visit Counting Collections Overview to get started.
This resource explores connections among executive functioning (EF) and counting and provides tips for early childhood educators to support EF while engaging in counting.
This activity for teacher educators will help practicing and prospective teachers look carefully at the processes of interviewing and interpretation. Each of the following videos includes a voice-over commentary of a teacher conducting
Below are a selection of tasks you can use to determine what children know about counting. The prompts are just suggestions; consider how follow up questions requiring explanation inform your understanding of the
