Number Word Sequence and Counting

CountingDr. Greg Duncan at the University of California in Irvine states that  “Mastery of early math skills predicts not only future math achievement, it also predicts future reading achievement, and it does so just as reliably as early literacy mastery of vocabulary, letters and phonetics predicts later reading success.” (Early Academic Skills, Not Behavior, Best Predict School Success, Wendy Leopold, Science Daily, November 19, 2007) In addition, “Mounting evidence suggest that the mathematical understandings children develop before entering elementary school are highly predictive of later academic achievement, not just in mathematics, but in other subjects as well. Moreover, children who begin school with poor math skills typically do not catch up. Those least prepared are disproportionately underrepresented minorities and from low-income families. (Math Matters: Children’s Mathematical Journeys Start Early, Executive Summary, Schoenfeld and Stipek, November 2011)

We know from the research published by Karen Fuson that there is a definite progression in children’s acquisition and elaboration of the number word sequence and of counting. The AIMS Center for Math and Science Education has partnered with the Fresno EOC Head Start Program to work directly with teachers and the 3-5-year-old children enrolled in their programs to construct a clear understanding of the various stages in that progression and of the children’s constructions at each stage. We will continue to build our video library of exemplars which will be used to share these findings with classroom teachers.

In addition, during the 2016-17 school year, we will reenact some of the subitizing and figural pattern work of Clements and Sarama and of Beth MacDonald. Following this next year’s work, we will begin to design tasks and formative assessments that will provide a way for teachers to facilitate children’s acquisition and elaboration of the number word sequence and early counting, along with subitizing.

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Paul Reimer – Senior Researcher
preimer@aimsedu.org — (559) 453-8140

Paul ReimerPaul Reimer is a Senior Researcher with the AIMS center. Paul has spent more than 20 years in public education as an elementary teacher, mathematics coach, and adjunct university instructor. Drawing from a perspective grounded in situated learning and constructivism, his work has helped teachers of mathematics develop a reflective practice that centers on the cultivation of meaning-making opportunities in the classroom. As a current doctoral student in Educational Psychology and Educational Technology at Michigan State University, Paul’s research focuses on the work of teaching, with an emphasis on how teachers of mathematics develop knowledge, beliefs, identity, and practice in the context of their work. He is particularly interested in factors that support teachers’ learning and enactment of mathematical teaching practices, and in the ways school culture and policy can support teacher change.

Jason Chamberlain – Research Associate
jchamberlain@aimsedu.org — (559) 453-8117

Jason ChamberlainJason Chamberlain is a Research Associate for the AIMS Center. His experiences in education include: being a father of two school-age, math-loving children, Holly and Luke; designing off-the-wall math experiences for enthusiastic 3rd grade and less enthusiastic (at least, initially) 8th grade students at Caruthers Elementary School, where he also worked to form a K-8 teacher team for vertical articulation; and facilitating math workshops for the San Joaquin Valley Mathematics Project, California Mathematics Council, and the National Council of Teachers of Mathematics. Jason is a graduate of CSU, Fresno, holds a teaching credential, and anticipates receiving a Master of Arts in STEM Education from Fresno Pacific University in 2018. At AIMS, he is currently working to translate research related to the development of the understanding of number in young children.

Elizabeth Gamino – Research Associate
egamino@aimsedu.org — (559) 453-8120

Elizabeth GaminoElizabeth Gamino serves as a Research Associate on the Early Math Team working with preschool children. Prior to coming to work at the AIMS Center for Math and Science Education in January of 2015, Elizabeth worked in public education for 24 years, the last 8 of which she was the PreK-12 Mathematics/Science Curriculum Manager for Fresno Unified School District. Additionally, she has served FUSD in the capacity of an elementary teacher and a teacher on special assignment working in the Mathematics Department. Elizabeth is a member of the California Math Council – Central section, NCTM, NAEYC, CAEYC and TODOS. Additionally, she has worked closely with the Council of Great City Schools serving on their Mathematics Advisory team, in addition to their Bilingual Education, Key Performance Indicators and Innovative Professional Development committees. Elizabeth also serves on The Children’s Movement, School Readiness work group and is a board member for Stone Soup Fresno.

Wilma Hashimoto – Research Associate
whashimoto@aimsedu.org — (559) 453-8102

Wilma HashimotoWilma Hashimoto is a Research Associate specializing in Early Learning. Her experience includes being an Assistant Superintendent for Fresno Unified School District, Director of Early Learning for Fresno County Office of Education and Assistant Director of Child Development for Clovis Unified School District. She has also been an adjunct faculty member for Fresno City College. Wilma holds a Masters degree from Fresno State and a bachelor degree from the University of Southern California. Wilma has served as a commissioner for First 5 Fresno County and board member for the San Joaquin Parkway Trust, CASA, and Stone Soup Fresno. For her community and educational contributions, Wilma was named a 2011 finalist for Fresno County Administrator of the Year, Marjaree Mason Top 10 Professional Women in 2009, and CUSD 2008 Crystal Award winner. Wilma is dedicated to changing the trajectory of our youngest learners through mastering early mathematical skills that will positively impact all curricular areas.

Aileen Rizo – Research Associate
arizo@aimsedu.org — (559) 453-8115

Aileen RizoAileen Rizo is a Research Associate for the AIMS Center. She has worked in math education for 20+ years in roles such as – classroom teacher, curriculum designer, educational consultant, and adjunct faculty. She has also served in state capacities with the California Department of Education as a Math Reviewer and is currently a Network Educator for the Smarter Balanced Digital Library. Aileen earned a Masters in Educational Technology from Northern Arizona University and her second Masters in Mathematics Education from Fresno Pacific University. She is an advocate for the equity of women and girls for which she was awarded a Trailblazer:Catalysts for Change by local/state government representatives. Aileen’s passion in STEM fields fueled her to realize the importance of providing children with powerful educational experiences. Her own children inspire her current work with the early math team in an effort to bring equitable math experiences to young children.