Things are really hopping around the AIMS Center. Everyday becomes better than the last. I wake up and I’m challenged and excited by what I get to do during the day. As most people know, we really want to find a way to share what research tells us about children’s construction of number with classroom teachers here in our valley. At first I thought that sounded like a reasonably basic idea. Every day I realize just how awesome that charge is. Now that I have worked here a couple of years, I am able to reflect on my time here and make some sense of the work we’ve accomplished and the work we have yet to do.
The first year and a half we were all about reading and learning the research we chose to translate for classroom use. Reading it was not as simple as I thought it would be. It took talking with others, acting out some of the examples, and working with real children to understand what it was that the authors were describing. Working with children helped me to see that the children of our valley react in the same way that the researchers described they would.
Now that we have a reasonable expectation as to how the children will react, we have to be familiar enough with the research that we can “walk around in it”. We needed to be able to apply it to any child, in any classroom, at any time. We wanted to move away from a script and be able to engage children and adapt our teaching to their needs. We did this with small groups outside of the classroom first and then went into classrooms and began working with entire classes of children who rotated through math “centers.” In order to work with a classroom full of children, we needed some kind of engaging activities or tasks. We wanted those to be flexible so that they can be adapted for each individual child. We wanted them to look uniform across the room so that no child felts singled out, behind, or ahead. We wanted the tasks to be easy for the children to use and easy for the teacher to prepare and use with students. Most importantly, the goal of the tasks is to be the medium by which we learn about and foster the child’s number sequence rather than the task itself being some kind of goal. This is what my teams continues to spend most of their time working on.
It makes sense that we needed to learn the research around a child’s construction of number so that we could leverage that knowledge to adapt the lesson with any given child, on any given day. Our next goal is to learn how teachers come to know about children’s construction of number. There’s less research about this. We want to adapt our translation to the needs of each teacher so that it is relevant and meaningful for each. Together with those who conducted the research on children’s construction of number, we forge ahead in sharing what we have gained with all of you.
Counting-on is one of the things I have come across in Les Steffe’s research that is crucial, but not necessarily an obvious goal to have for students. It would seem that if a student could count-on (ex: given the problem 6+5, would start at six and count-on five more rather than starting from 1 and… Continue Reading
Narrator: “Last time on Meet the Children Where They Are: Has Mr. Unnamed nerdy-looking stereotypical math Research Associate (RA) found 5-year-old Bob’s zone of potential construction (ZPC)? Bob has counted 12 rocks and he came up with three different solutions.” (from title screen — video of construction site with concrete truck backing up) (fade to… Continue Reading
Along with a passion for mathematics education, I am also a pretty big sports geek. Some of it is the numbers that go along with every sport. For me, it started as a kid growing up in Oakland with easy access to both the Oakland A’s and the San Francisco Giant’s baseball teams, and trying… Continue Reading
Two of the AIMS Center’s Research Associates, both with years of teaching and professional development experience, come into the studio to talk about the import phase of Professional Noticing: Interpretation. We discuss some practices and implications for teachers to employ and be aware of. The role of Noticing in Formative Assessment, its use in Professional Learning Communities (PLC’s), and some challenges to accuracy are examined.
Contrary to what most teachers might say, I think it is easy to teach science every day in the classroom. Yes, it may be a subject that gets loud and sometimes messy in your classroom, but just the same as needing to learn to be a lifelong reader or mathematician, the same goes for science.… Continue Reading
In my last blog, I highlighted various ways you have probably observed children using their fingers when they are counting. In this blog I will continue that discussion and show you how observing the way children are using their fingers can help you understand where a child is in their construction of number. I pointed… Continue Reading
When our Director of Research attended the Psychology of Mathematics Education – North American conference this year along with a couple of our Senior Researchers, they had the opportunity to meet Dr. Ron Tzur from the University of Colorado in Denver. Like many others that we have now begun communicating with, Dr. Tzur studied with… Continue Reading
Did you know that the number thirteen is a frequently skipped number in a young child’s early number sequence? According to Karen Fuson’s research in “Children’s Counting and Concepts of Number,” the numbers 13, 14 and 15 are the most consistently omitted numbers. As we work with children at our partner school sites, we are… Continue Reading
As you read the various posts on this blog, you again and again hear the writers talking about how one child or another responded to a given question or a given situation. For example, a week or so ago Bev Ford in her post showed a video clip of Grace, a first grader, as she… Continue Reading