Children are Born Mathematicians

Children are Born Mathematicians : Supporting Mathematical Development, Birth to Age 8

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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.show more

Product details

  • Paperback | 416 pages
  • 187.96 x 228.6 x 27.94mm | 703.06g
  • Pearson Education (US)
  • Pearson
  • Upper Saddle River, NJ, United States
  • English
  • black & white illustrations, black & white tables, figures
  • 0131116770
  • 9780131116771
  • 1,060,402

Back cover copy

Comprehensive yet accessible, "Children Are Born Mathematicians" is a constructivist and developmental approach to teaching mathematics to young children from birth through third grade. Foundational chapters on the state of mathematics today, theories of learning, and diverse learners provide the perspective that understanding of mathematics is developed individually as well as socially, and age-specific chapters explain how teachers can support and assess that learning. A Constructivist Approach. Geist wants prospective teachers to understand how children learn math, and devotes much of this book helping readers understand how to provide learning experiences that help children construct their own learning. A Developmental Approach. Because knowing "what" to teach and "when" to introduce it is as important as knowing "how" to teach, the core chapters of this text break teaching math down into accessible parts, by age groups: infants and toddlers, preschool, kindergarten and first grade, and second and third grade. Each age-group chapter has a consistent organization: brief developmental introduction, what concepts children naturally discover during that developmental range, NCTM concepts that children should be learning, assessment methods, and open-ended ideas and lesson plans to support those concepts. Incorporates NCTM Standards and Curriculum Focal Points. Standards discussions and Curriculum Focal Points are woven throughout the book. Students will learn what content to incorporate into lessons, see examples of lesson plans, and learn to implement standards-based, developmentally appropriate lessons in their classrooms.show more

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 Summary Web Sites Discuss and Apply What You Have Learned Chapter 2 Building a Knowledge Base and Learning to Reflect Understanding Yourself Teachers are Decision Makers Understanding Child Development Understanding Your Students Summary Web Pages Discuss and Apply What You Have Learned Chapter 3 Diversity, Equity, and Individualized Instruction Individualized Instruction Socioeconomic Factors Minority Student Achievement Children with Special Needs English Language Learners and Linguistic Diversity Gender Differences Summary Web Pages Discuss and Apply What You Have Learned Chapter 4 Creating a Constructivist Classroom The Child-Centered Curriculum Preparation of the Child-Centered Environment Materials What to Do Before the First Day Summary Web Pages Discuss and Apply What You Have Learned 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 Assessment Summary Web Pages Discuss and Apply What You Have Learned 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 Assessment Summary Web Pages Discuss and Apply What You Have Learned 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 Summary Web Pages Discuss and Apply What You Have Learned 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 Summary Web Pages Discuss and Apply What You Have Learned Chapter 9 Integrating Mathematics The Importance of Integration Using the Project Approach Summary Web Pages Discuss and Apply What You Have Learned Appendix - Sample State Standardsshow more

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