Author Archives: Jason Chamberlain
Overloaded with educational buzzwords? Ever hear the newest trendy catchphrase and say, “Oh yeah, that sounds good.” Meanwhile, in the back of your mind, you’re thinking, “What does this even mean?”
Here’s one I’ve used: “We need to provide students with rich mathematical experiences.”
When we hear this at a conference or in a meeting, all heads nod vigorously. It’s hard to disagree with. Who really thinks, “Nope. What we really need are more unimaginative, tedious math experiences”?
Let’s just say that we agree with the “rich mathematical experiences” approach. That sound good! But what does that actually mean to us and our students?
But then, very recently, the term “rich mathematical experiences” suddenly came to life for me.
Dr. Les Steffe, a childhood mathematics research legend from the University of Georgia, recently visited us here at the AIMS Center. One thing he said really caught my attention. He said that “rich visual and sensorimotor experiences” create memorable material for children to reflect upon as they abstract number. As I thought about his statement, I began to think about how random words and numbers bring about vivid memories from my past. For example:
“Sun” – Someone burned a hole in a teammate’s baseball glove by holding a magnifying glass between it and the sun. That’s just wrong.
“Swamp” – My childhood elementary school’s mascot was the Swamprat. I still think it is the best mascot ever. Great school!
“Four” – As we set the table for dinner, Dad used to say, “Four forks for the family.” Good times.
Want to try? Since we are talking about number, let’s begin with me showing you a number. Take a moment to see what memories this brings to the surface for you.
So what memories were connected to the number 11 for you? Players on the field of a football or soccer team? Veteran’s Day (11/11)? Someone’s birthday? The number on your Little League jersey? September 11? The memories that the number 11 bring forth for you are most likely based on some “rich” experiences.
Likewise, as children construct the abstract concept of number, they need rich, memorable counting experiences. So what do those experiences look like and why do they need them?
If we think about sight, touch, hearing, smell, and taste, we can create activities that appeal to as many of the senses as possible.
Dr. Steffe also alluded to what has become an important area of education research: emotion. Emotion plays a prominent role in memory. What emotions were elicited for you in the above exercise? How did you feel? It is commonly said that students may forget what we do and say — but they remember how we made them feel.
As early childhood educators, our children will have a tremendous advantage if we can offer rich counting experiences as they construct the concept of number. As access to perceptual counting material is reduced, they will have vivid memories to count in their imaginations!
Recently, I had an “Aha!” moment. My colleagues and I were analyzing video from a math interview with a young student, trying to understand what he knows about number. Somewhere in the back of my mind, I vaguely recall my dad gave me an article several months ago that discussed the science behind where great… Continue Reading
My previous blog post dealt with how the power of imagination in object experiences helps children be able to form units to be counted. This time, we will take a look at how the power of imagination in counting helps children be able to form an abstract concept of number. Constructing a Counting Sequence Once… Continue Reading
I have been reading and thinking a lot about the power of imagination in learning — specifically, learning mathematics. In this and successive blog posts, I will discuss one role imagination plays in helping children form number sense. Merriam-Webster’s definition for imagine: “to form a mental image of (something not present),” is what I mean… Continue Reading
“Yartle!” Have you ever been in a situation where someone uses a word that’s not in your vocabulary? Then they use it again. What do you do? Because you are my closest confidants, I’m going to give you the lowdown on what I do in this situation: I don’t want to look like an ignorant,… Continue Reading
Watching a young child’s mathematical knowledge grow is analogous to watching a house being built. When I was in my teens, my dad, along with my brother and I, BlogAugPt2 BlogAugPt1built our new home. I remember the exciting days of noticeable growth, such as when we poured the concrete slab, framed the walls, or put… Continue Reading
Dad: “Hi, son. How was school today?” Son: “Good.” Dad: “What did you learn?” Son: “Nothing.” As a son and a dad, I’ve played both roles in this exchange. I remember my dad asking me what I learned at school that day. In retrospect, I think the reason that I often answered “nothing” came down… Continue Reading
What an opportunity I have here at the AIMS Center! We have been afforded the time and resources to read mountains of research about how children come to understand number, replicate that research, and then begin designing mathematical learning opportunities that help children along while eliciting their mathematical thinking. After a period of reflection upon… Continue Reading
Children’s thoughts about mathematics are reflections of their experiences (Steffe, von Glasersfeld, Richards, & Cobb, 1983). Let’s take a look: In the AIMS blog, there has been a good bit of talk about the “mathematics of children” (Steffe, 1991). This covers a lot of ground. When we talk about the way that children construct math… Continue Reading
Narrator: “Although this series makes this interaction seem like a long period of time, it was actually only about 3 minutes…well, maybe 5! Time flies when you’re having fun, okay? Anyway, can Bob count two hidden piles of rocks? Let’s get back to the action.” (Math research associate narrates…) RA: So it was the bottom… Continue Reading