Over a few days, preschool teachers can learn about the development of children’s counting, see how that fits with the their curricula, and learn how to embed work on counting into their practice in fun and intentional ways.
A short session with preschool teachers can spark their interest in how upcoming professional development work can support them in improving their practice. The session will help them see what is possible in preschool mathematics and see how possible it is for them to engage in this work.
Here are several published papers that cover relevant issues to the teaching and learning of mathematics in early childhood.
These materials are designed to support professional developers to learn more about supporting preschool teachers in mathematics and for your own support.
These guidelines can provide nine or more hours on early mathematics (with a focus on counting) in a three-unit semester preschool curriculum course. It is broken into three segments, but can also be divided into shorter segments.
This overview is designed to engage practicing teachers for 4-6 hours. The goals are (1) to support them in seeing their strengths as teachers, (2) to provide opportunities to understand children’s mathematical thinking; and (3) to help them learn how to engage students in understanding mathematics.
Teacher educators are invited to use these materials flexibly, with varied settings, amounts of time, and participants. We present a variety of possible ways of getting started with these resources.
This article provides some background information about dual language learners (DLLs) in early childhood classrooms in the United States.
Supporting Dual Language learners (DLLs) in our classroom is a valuable opportunity to focus on the importance of language, think beyond the math, and provide for mathematical sense making in meaningful ways. Here are a few suggestions to make math meaningful in the classroom, not only for DLLs, but for all children.
This activity supports facilitating Common Core Mathematical Practices in the classroom. It provides participants with an opportunity to explore how the Mathematical Practices work in their own lives, and how they support the facilitation of the Practices with their own children.