Teachers as Learners, Learners as Teachers

In my previous post, I wrote about the ways teachers might engage with children during play. In particular, I highlighted Brent Davis’ explanation: “The teacher becomes a vital part of the action. Immersed in the play, the teacher too is a learner.” This post continues these ideas, with several specific references to readings that take… Continue Reading

Counting and Fingers

This past week I had the opportunity to work with a kindergarten classroom. This is a class that my co-worker has been working with weekly in a small group setting. I was cleaning up our small group materials when I observed the classroom teacher gathering her students on the carpet for a whole group activity… Continue Reading

Manipulatives as Thinking Tools

As the school year winds down, at the AIMS Center we too are wrapping up our work with students.  The tasks we asked second and third graders to engage in this year had students working with various manipulatives (cubes, blocks, bags, strips, etc). This made me think about Math Practice 5: Use appropriate tools strategically.… Continue Reading

Learning from Others – Nora Newcombe (Part 2)

In my last blog I introduced an expert researcher in the field of spatial reasoning, Dr. Nora Newcombe, and discussed the opportunity I had to interview her. Below are summaries of four of Dr. Newcombe’s articles that directly connect to our work and learning at the preschool level. Building Blocks for Developing Spatial Skills This… Continue Reading

The CASTE System in Math

Teaching middle school I often had students who still used their fingers to find the difference between 12 and 7. They would start with 7 and then count 8, 9, 10, 11, 12 while putting up fingers each time they would say a number. When we worked with integers and subtraction the idea that positive… Continue Reading