Early Math

Spring is in the Air – Bloom with Early Mathematics

Spring is just around the corner and families will soon begin enjoying more outside activities such as walks, picnics, and working on the yard. Our world is a giant playground but statistically, children are spending less time outside than when their parents were children. What can parents, grandparents, caretakers, and early learning staff do to… Continue Reading

Play Can Be Hard Fun

In a previous blog post, I asked several questions related to the work of our early childhood mathematics team: What teacher knowledge is needed in order to enhance adult-child interactions and help children learn the most in play contexts? What experiences can support preschool teachers in deepening their knowledge of children’s mathematical thinking and the… Continue Reading

Meet the Children Where They Are: Episode 3

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

The Forgotten Thirteen

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

Mathematizing: Highlighting the Mathematics in the Young Child’s World

“From the ages of 3 through 6, children need many experiences that call on them to relate their knowledge to the vocabulary and conceptual frameworks of mathematics – in other words, to ‘mathematize’ what they intuitively grasp.” (NCTM/NAEYC 2002, p.16)  So what does it mean to “mathematize”? Mathematize is defined as: To regard or treat… Continue Reading

Shapes Here, Shapes There, Shapes EVERYWHERE!!!

In January, I had the wonderful opportunity to present to a group of 50 dedicated TK/K teachers in Clovis Unified School District. My colleague, Jason Chamberlain, and I provided the research on the importance of children having early math opportunities prior to kindergarten and weaving math opportunities throughout the day. We provided a variety of… Continue Reading

Making the Most of Mathematical Play

If you have been following our early math team’s work with three- and four-year-olds, you’ll know that we’re exploring the ways children develop knowledge and understanding in the context of mathematical play. We’re not interested in “social knowledge”, or the kind of knowledge that requires transmission from one person to another. Rather, we’re engaged in… Continue Reading

Meet the Children Where They Are: Episode 2

Narrator: “Last time on Meet the Children Where They Are: Mr. Unnamed nerdy-looking stereotypical math Research Associate (RA) is down in the mud getting ready to do some math with an unsuspecting 5-year-old child named Bob. Can he find Bob’s ZPC without damaging the child for life? Let’s head back to the construction site where… Continue Reading

Mind the Black Box

Here at the AIMS Center, a central focus of our attention is the mathematical thinking of children. It should not be surprising that children do not think like adults. While as adults we agree in theory, our actions consistently seem to contradict this truth. The habitual act of laying our own mathematical thinking onto children… Continue Reading